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Science, Technology (Digital and Design) (EDUC90376)
Graduate courseworkPoints: 12.5Online
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1 (Early-Start)
Overview
Availability | Semester 1 (Early-Start) - Online |
---|---|
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.
This development in science conceptual understandings will occur through the dynamic exploration of phenomena such as weather, plants, motion and food, and align with, and contribute to, with students’ interests and motivation to learn science. Candidates will develop pedagogical skills that support students to be curious about the natural world and create.
Teacher Candidates will be introduced to key resources for science teaching in the form of activities, artefacts and digital technologies that will help them to plan for teaching science and technology concepts effectively in the classroom. They need to demonstrate that they can respond to the learning needs, curiosity and interests of primary students and design a sequence of learning experiences.
Candidates will also be assisted to design, teach and evaluate a sequential unit of science that they have implemented. Candidates will 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.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- 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)
Generic skills
The subject 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
Admission to the Master of Teaching (Primary)
Corequisites
None
Non-allowed subjects
None
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
Description | Timing | Percentage |
---|---|---|
Inquiry project
| Early/mid semester | 40% |
Analytic report
| Late semester | 60% |
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 1 (Early-Start) - Online
Principal coordinator Duncan Symons Mode of delivery Online Contact hours 36 Total time commitment 170 hours Teaching period 22 February 2021 to 30 May 2021 Last self-enrol date 5 March 2021 Census date 31 March 2021 Last date to withdraw without fail 7 May 2021 Assessment period ends 25 June 2021 Semester 1 (Early-Start) contact information
Time commitment details
170 hours
Additional delivery details
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) Course Master of Teaching (Early Childhood and 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