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STEM Learning in the Early Years (EDUC91061)
Graduate courseworkPoints: 12.5Not available in 2022
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
Overview
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This subject explores Science, Technology, Engineering, and Mathematics (STEM) pedagogies situated in lifeworlds, specifically on Country. This subject is framed within the Australian Early Years Learning Framework and the Victorian Early Years Learning and Development Framework. Situating STEM Learning is articulated through the lived experiences of Teacher Candidates to inform early years STEM pedagogies and curriculum, making learning visible through pedagogical documentation and narration for sustainable and just futures. Teacher Candidates will develop skills of STEM teaching and learning, and how young children learn through inquiry and play. Candidates will develop an understanding of the early years STEM pedagogies and curriculum, making learning visible through the developmental framework, experiences on placement and discussion within workshops.
Topics covered in this subject include acknowledging and coming into relation with STEM pedagogies, exploring the environmental sciences, new technologies, place-based engineering, and ethnomathematics. Central to these topics is the relationship between/within STEM and culture.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically engage with and reflect on how ways of being, knowing and doing impact scientific literacies of Place through the advancement of relational pedagogies, learning environments and education for sustainability.
- Using new technologies apply the languages of STEM to communicate multimodal learning experiences in Australian early childhood contexts.
- Identify, analyse and evaluate pedagogies for situating STEM learning that includes Indigenous STEM knowledge.
- Engage and participate in formative and summative approaches to assessment, supporting student engagement and contributions towards shared learning strategies.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Teamwork and professional collaboration.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
- Active and participatory citizenship.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
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 |
---|---|---|
Presentation: Creation and peer review of pedagogical documentation and narration of STEM ordinary moments (1000 words equivalent)
| Mid semester | 20% |
Report: Final pedagogical documentation and narration of STEM ordinary moments (1500 words equivalent)
| Late semester | 30% |
Podcast/Vlog: Podcast/Vlog on situating STEM Learning (2500 words equivalent)
| During the examination period | 50% |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
Not available in 2022
Time commitment details
Total time commitment: 170 hours. Contact hours: 24 hours (16 hours on campus classes 8 hours of asynchronous online learning).
Additional delivery details
This subject will be available in Semester 2, 2023.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed texts for this subject.
Recommended texts and other resources
Participants will be provided with a collection of readings via the online Learning Management System (LMS).
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024