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Science and Technology in Practice (EDUC90860)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Overview
Availability | February |
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Fees | Look up fees |
This subject will develop and consolidate Teacher Candidates’ understanding of major science concepts through an examination of children’s everyday experiences. This development in science conceptual understandings will occur through the dynamic exploration of phenomena such as weather, motion and food, and understandings of students’ motivations to learn science, and their curiosity about the natural world.
Teacher Candidates will develop knowledge of the primary science curriculum (F-7) and be introduced to key resources for science teaching in the form of activities, artefacts and digital and design technologies that will help them:
- plan for teaching science and technology concepts effectively in the classroom and
- respond to the learning needs, curiosity and interests of primary students and
- design a sequence of learning experiences
Teacher Candidates will also be assisted to use curriculum, assessment and reporting knowledge to design and test, and then evaluate and refine a sequential, balanced teaching unit in a particular science topic area for primary students. Teacher Candidates will be assisted to become familiar with, and know how to utilise, the educational research that addresses science conceptual teaching challenges and appropriate pedagogical approaches that respond to the well - documented learning needs of primary aged students. Working with experts, and peers, the Teacher Candidates will collegiately design, ready for implementation, a large well-resourced unit.
Intended learning outcomes
At the conclusion of this subject teacher candidates should be able to:
- Demonstrate knowledge of the Science Learning area, and Technologies Design and Digital Learning Areas (Graduate Standards 2.1, 3.1, 3.2)
- Organise content selection demonstrating capacities for designing lesson sequences with multiple assessment points. (Graduate Standards 2,2, 2.3, 3.6, 4.2, 4.4, 5.1, 5.2, 5.5)
- Demonstrate they understand how students learn, differentiating for diversity, equity and inclusivity (Graduate Standards 1.1,1.2, 1.3, 1.5, 4.1)
- Implement teaching strategies for using ICT to expand curriculum-learning opportunities for students (Graduate Standards 2.6, 3.4, 4.5)
- Plan for and implement effective teaching and learning (Graduate Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians (Graduate Standard 2.4) Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers
Generic skills
MTeach graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Minimum of H2A (75%) in EDUC90778 Primary Mathematics Education 1
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90778 | Primary Mathematics Education 1 | February (On Campus - Parkville) |
12.5 |
Corequisites
None
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90376 | Science, Technology (Digital and Design) |
February (On Campus - Parkville)
February (On Campus - Parkville)
|
12.5 |
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Development of a digital resource (2000 word equivalence) due early to mid semester (40%)
- Analytic report 3000 words due late semester (60%)
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- February
Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 20 February 2019 to 17 May 2019 Last self-enrol date 8 March 2019 Census date 22 March 2019 Last date to withdraw without fail 17 May 2019 Assessment period ends 28 June 2019
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Skamp, K. (2015). Teaching Primary Science Constructively, Thompson,
Redman. C. (2013). Successful Science Education Practices, Nova Science Publishers. New York - Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary) - Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024