Unit rationale, description and aim
This unit introduces socioscientific issues (SSIs) and their use for engaging school students in STEM. SSIs are controversial social issues such as global pandemics and climate change that require the understanding of science, mathematics and technology concepts to solve. SSIs have served as effective contexts for the development of scientific literacy as well as non-science ideas and practices such as empathy and citizenship responsibility (Owens & Sadler, 2020). As such, SSIs are an important aspect of a contemporary STEM education and have the potential to engage students in solving real-world problems. Furthermore, they are an important way to support STEM literacy (Falloon, Hatzigianni, Bower, Forbes & Sevenson, 2020) across STEM subjects. In this unit, teachers will understand the implementation of socio-scientific issues for the development of STEM literacy and how to use socio-scientific issues to engage students in STEM.
In this unit, students will establish a research-informed understanding of SSIs and how to use them in STEM classrooms to develop STEM literacy. Educators and teachers will apply this knowledge to develop a sequence of lessons over a chosen grade for engaging students in SSIs.
The aim of this unit is for students to understand and apply current research about the use of socioscientific issues for developing STEM literacy. Students will develop a series of learning activities to use in the school context.
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.
Communicate a critical understanding of socioscien...
Learning Outcome 01
Evaluate a variety of teaching strategies designed...
Learning Outcome 02
Apply knowledge about the General Capabilities and...
Learning Outcome 03
Content
Topics will include:
- MODULE 1 — Socioscientific issues (SSIs) & Citizenship Education (CE)
- Socioscientific issues (SSIs) in the classroom context
- How can we utilise citizenship education (CE)?
- MODULE 2 — STEM LITERACY
- What is STEM literacy?
- Exploring frameworks for STEM literacy
- Using scientific concepts in fictional writing
- MODULE 3 — STEM literacy activities using SSIs
- K-12 examples of SSIs including the use of ICTs
- Critical evaluation of SSI learning activities
- MODULE 4 — Learning Sequences using SSIs
- Review of learning progressions / trajectories / sequences in the STEM context
- Designing a learning sequence using STEM literacy in an SSI context
Assessment strategy and rationale
The assessment tasks are designed to provide students with the opportunity to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
A variety of assessment procedures will be used to ascertain the extent to which graduates achieve stated outcomes. In order to pass this unit, students are required to submit or participate in all assessment tasks, and gain 50% or more for each task.
Overview of assessments
Assessment Task 1 Present, using a suitable for...
Assessment Task 1
Present, using a suitable format such as PowerPoint, a socioscientific issue requiring a solution in the STEM field, which will contribute to the development of STEM literacy, based on modules 1 & 2.
The presentation must demonstrate knowledge and understanding of:
- the concepts and structure of SSIs and citizenship education in relation to STEM literacy
- the ways in which students learn through the use of SSIs
- provisions are made for the inclusion of General Capabilities and Cross Curriculum Priorities. <
50%
Assessment Task 2 Using the SSI from Assessment...
Assessment Task 2
Using the SSI from Assessment 1 or another SSI, develop a sequence of lessons that enables the growth of STEM literacy for a chosen grade.
The sequence of lessons must demonstrate knowledge and understanding of:
- Critical understanding of SSIs that have the potential to develop students’ STEM literacy
- Learning objectives, teaching content, strategies and assessment appropriate to the identified outcome/s, including the topic and year level; strategies to meet the identified strengths and needs of diverse learners
- Provisions are made for the inclusion of General Capabilities and Cross Curriculum Priorities in a learning sequence. <
50%
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a unit Learning Management System (LMS) site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is utilised to support graduates in their exploration and demonstration of achievement of the unit’s identified learning outcomes.
A variety of techniques will be used, dependent upon the mode of enrolment. Regardless of face to face or online enrolment, a range of synchronous and asynchronous learning strategies will be used. These will include lectures, tutorials, workshops, student presentations, co-operative group work, experiential learning and authentic problem solving.
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.
Mode of delivery: This unit will be offered in one or more of modes of delivery described below, chosen with the aim of providing flexible delivery of academic content.
- On Campus: Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
- Intensive: In an intensive mode, students require face-to-face attendance on weekends or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you students to prepare and revise.
- Multi-mode: Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
- Online unscheduled: Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
- Online scheduled: All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards:
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - LEAD
On successful completion of this unit, students should have gained evidence towards the following standards: