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Inquiry and Literacy in Science (EDUC91038)
Graduate courseworkPoints: 12.5Not available in 2021
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Overview
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The Victorian 7 – 10 Chemical Sciences Curriculum will be the content focus for this subject. Science inquiry and literacy practices will be the major pedagogical focus for this subject. This will be done through consideration of the Victorian 7 – 10 Chemical Science curriculum. Teachers are supported to understand areas of the curriculum that pose conceptual difficulty for students and to plan for and implement strategies to enhance students’ learning, including formative assessment tasks.
Evidence based literature will be used to consider how inquiry can best be designed and incorporated into the science curriculum. By utilizing and evaluating both digital and non-digital resources, teachers will reflect on approaches to inquiry that can enhance students’ understanding of scientific process while developing the language and skills for effective science communication.
Intended learning outcomes
On completion of this subject, students should be able to:
- Utilize evidence-based literature to evaluate, inform and employ literacy practices to address conceptual difficulties in chemistry and develop students' science communication skills
- Utilize evidence-based literature to evaluate, design and place inquiry-based practices into lesson and unit plans in ways that reflect best practice in science education
- Incorporate both digital and non-digital resources into lesson and unit plans to enhance students' meaning making as they traverse the macroscopic, sub-microscopic and symbolic representations toward understanding natural phenomena
- Consolidate their understanding of developing students' scientific literacy and inquiry practices to design and implement effective assessment strategies for diagnosing students' conceptual understanding
Generic skills
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Learning to learn and metacognition
- Teamwork and professional collaboration
- Responsiveness to a changing knowledge base
- Linking theory and practice
- Reflection for continuous improvement
- Inquiry and research
- Active and participatory citizenship.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Admission to the Graduate Certificate in Science Education (Years 7-10)
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 |
---|---|---|
Essay: Inquiry-based task for teaching levels 7-8 chemistry
| Mid- teaching period | 50% |
Video demonstration of literacy strategy (10 minutes; 20%) plus written explanation (1500 words; 30%)
| End of the teaching period | 50% |
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
Not available in 2021
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Certificate in Science Education (Years 7-10) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024