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Semester 2 - Dual-Delivery
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In this subject biological, physical, chemical, space and earth sciences will be explored to enable Teacher Candidates to confidently integrate knowledge and pedagogy for science education in primary and early childhood settings. Young children’s interactions with the everyday environment provide a starting point for applying the Clinical Teaching Model in early childhood science. This subject will develop and consolidate Teacher Candidates’ understanding of major science concepts through examination of children’s everyday experiences and application of the Clinical Teaching Model. Teacher Candidates will engage in rich problem solving and learn how to identify and utilise valid and reliable data, such that they develop teaching strategies that support young learners to engage in valid scientific inquiry capable of being critiqued by their peers. A major focus for the subject will be on developing Teacher Candidates’ abilities to support young children to undertake scientific inquiry the science content areas of biological, physical, chemical, space and earth sciences and Science as a Human Endeavor.
Teacher Candidates will be introduced to the 5E framework and develop and understanding of how to construct cohesive lesson sequences supporting student growth in science content areas. In addition, Teacher Candidates will examine the development of science process skills in early childhood. Throughout their exploration they will consider a variety of approaches for utilising inquiry as a pedagogical framework. Teacher candidates investigate common science alternative conceptions and how to support young learners to realign their thinking. Teacher Candidates will further their ability to assess their young learners’ by reading current best practice literature in the field of education and linking that theory with teaching when on placement in schools. Similarities and differences between early childhood and primary pedagogies will be considered. Teacher Candidates will develop a strong understanding of the continuum of science learning and be capable of supporting a smooth learning transition across the Victorian Early Years Learning and Development Framework and the Victorian Science Curriculum.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Apply understanding of content knowledge relating to biological, chemical, physical, earth and space sciences to plan, structure, sequence, assess and evaluate teaching strategies to promote science learning for all young children in early childhood and primary settings.
- Employ evidence-based teaching and assessment strategies and knowledge of the Victorian Curriculum: Science and the Victorian Early Years Learning & Development Framework to effective science learning and lesson plans for young children.
- Plan, structure and sequence effective and challenging science learning and lesson plans using knowledge of young children's learning, understanding of biological, chemical, physical, earth and space science content and pedagogical approaches within inquiry frameworks.
- Apply understanding of how young children learn in the context of science education, enabling differentiation of science teaching for all students to embrace diversity and ensure equity and inclusivity.
- Integrate a range of resources, including ICT, into planning and managing learning sequences to expand and promote science learning opportunities for all students.
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
- Active and participatory citizenship.
- Ethical and intercultural understanding.
Last updated: 29 July 2022