EDSI290 - Science Curriculum Pedagogy and Assessment (F-6)

Year

Credit points

Campus offering

Prerequisites

Nil

Incompatible

EDST241 Science Education 1: Curriculum, Pedagogy and Assessment , SCIT140 Science in Our World

Unit rationale, description and aim

Knowing how to teach science to primary school children is vital because, as the Australian Curriculum makes clear, scientific knowledge, understandings and skills support children in making informed decisions about local, national and global issues.

This unit contributes to the recognition of a teacher’s responsibility to the common good, the environment and society. The assessment in this Unit is aligned to the capabilities required to teach science: to think critically and creatively about the Australian Curriculum: Science; to demonstrate the skills of scientific investigations; to have relevant content knowledge and pedagogical content knowledge in science; to understand learning theories relevant in science, and to understand both Western and Indigenous perspectives of science. Pre–service teachers will work both autonomously and collaboratively to locate, organise, analyse, synthesise and evaluate information in the development of your competencies towards Graduate level for Standards 1 and 2 of the Australian Professional Standards for Teachers.

The aim of the unit is to allow pre–service teachers to demonstrate the values, knowledge, skills and attitudes of a competent and confident teacher of science, as prescribed by the Australian Curriculum: Science, to primary school children.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1     Identify aspects of science teaching which contribute to the common good, the environment and society (GA2, GA4; APST 2.1, 2.4, 4.1; ACECQA B2, B3)

LO2     Demonstrate knowledge of the Australian Curriculum: Science and the General Capabilities and Cross Curricula Priorities as they pertain to the Learning Area of Science (GA2, GA4, GA5, GA8; APST 2.1, 2.3, 2.4; ACECQA B2, B3)

LO3     Apply understanding of scientific processes through collaborative planning and undertaking of a scientific investigation (GA4, GA5, GA7, GA8; APST 2.1, 3.3, 3.4, 4.2; ACECQA B3)

LO4     Select and demonstrate aspects of scientific content knowledge which are the basis of the Scientific Understanding Strand of the Australian Curriculum: Science F-6 (GA4, GA5, GA8; APST 1.2, 2.1, 2.3, 3.3, 3.4; ACECQA B2)

LO5     Design, develop and evaluate learning sequence(s) in science using appropriate evidence-based pedagogical approaches; relevant theories of learning, assessment strategies and relevant aspects of the Australian Curriculum: Science (GA4, GA5, GA7, GA8; APST 1.2, 2.1, 2.2, 2.3, 3.3, 3.4, 3.6, 4.1, 4.2; ACECQA B2, C4) 

Graduate attributes

GA2 - recognise their responsibility to the common good, the environment and society 

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA6 - solve problems in a variety of settings taking local and international perspectives into account

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

ACECQA CURRICULUM SPECIFICATIONS

On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:

Content

Topics will include:

• Examination and use of the Australian Curriculum: Science, including Cross Curricula Priorities and General Capabilities as they pertain to the Australian Curriculum: Science Learning Area
• Theories of learning in science in primary school settings.
• Scientific investigations: processes and skills involved in asking testable questions; undertaking methods of data collection which pay heed to the need to control variables; collecting data; analysing data, and making valid conclusions based on those data
• Scientific content knowledge aligned to the Australian Curriculum: Science
• Pedagogical content knowledge relevant to teaching science in primary schools from evidence-based pedagogical approaches
• Western and Indigenous perspectives of, and ways of knowing in, science, with special attention to the resources and Descriptors in the Australian Curriculum: Science which specifically target Indigenous ways of knowing
• Assessment practices relevant to primary school science education
• Constructing learning sequences appropriate for primary school settings related to the development of age appropriate knowledge and understanding, and including appropriate pedagogical and assessment practices
• Evaluation practices for learning sequences/programs

Learning and teaching strategy and rationale

In line with social constructivist principles, this unit is premised on the belief that teaching and learning activities should build on prior knowledge, connect with the learner’s needs and interests, and encourage active participation. The lecture and supporting materials for this unit will cover key concepts across the four science disciplinary areas (Biological sciences, Earth and space sciences, Physical sciences and Chemical sciences) in order to support the development of appropriate pedagogical content knowledge. Tutorials will be active, collaborative and experiential, with a focus on the application of science understandings and inquiry skills that are aligned to the Australian Curriculum: Science. Through active participation in lectures and tutorials, pre-service teachers will develop a deep understanding of the nature of scientific inquiry along with the ability to use a range of scientific inquiry methods including questioning, planning and conducting experiments and investigations, collecting and analysing data, evaluating results and drawing critical, evidence-based conclusions. First-hand experience with an inquiry-based approach to science teaching and learning will ensure that pre-service teachers are able to transfer their knowledge and skills effectively to early childhood and primary classroom contexts. 

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc.  

Assessment strategy and rationale

The major assessment task for the unit is intended to provide pre-service teachers with the opportunity to design and conduct a practical science investigation that would be appropriate for an early childhood/primary classroom. The task is sufficiently open-ended to allow pre-service teachers to follow their own line of interest within a science disciplinary area and includes a proposal element to enable early feedback and guidance. The secondary assessment is intended to allow pre-service teachers to showcase their developed knowledge and understandings related to science curriculum and pedagogy. 

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to complete all assessment tasks, and achieve a Pass grade overall. 

Overview of assessments

Representative texts and references

Required text(s)

Skamp, K., & Preston, C. (Eds.). (2018). Teaching primary science constructively (6th ed.). South Melbourne, Vic: Cengage Learning Australia.

ACARA Australian Curriculum, Science: https://www.australiancurriculum.edu.au/f-10-curriculum/science/

Relevant State and Territory curriculum documents. 

Recommended references

Allen, M. (2014). Misconceptions in primary science. Retrieved from http://site.ebrary.com/id/10880278

Bybee, R. W. (2009). The BSCS 5e instructional model and 21st century skills. A commissioned paper prepared for a workshop on exploring the intersection of science education and the development of 21st century skills.

Fleer, M., Jane, B., & Hardy, T. (2007). Science for children: Developing a personal approach to teaching (3rd ed.). Frenchs Forest, NSW: Pearson.

Fitzgerald, A. (2012). Science in primary schools: Examining the practices of effective teachers. Rotterdam, The Netherlands: Sense Publishers.

Loxley, P., Dawes, L., Nicholls, L., & Dore, B. (2014). Teaching primary science: Promoting enjoyment and developing understanding (2nd ed.). Abingdon, Oxon: Routledge; Taylor and Francis.

Pascoe, B. (2018). Dark Emu: Aboriginal Australia and the birth of agriculture. Broome, WA: Australia Magabala Books.

Venville, G., & Dawson, V. (2007). The art of teaching primary science. Crows Nest, NSW: Allen & Unwin.