Unit rationale, description and aim
This unit contributes to the development of background knowledge and skills related to the ‘big ideas’ of science and technology and how these have contributed to our present understandings of the known universe. The unit lays a foundation that enables students to develop a deeper understanding of the historical, contemporary and social nature of science and technology and how both play a significant role in society. In this unit, science is portrayed as a particular ‘way’ of observing, making sense of and understanding the world; technology is portrayed as a way of engaging with and shaping the world.
This unit aims to provide pre-service teachers with the foundation knowledge and skills to develop an understanding of the historical, contemporary and social nature of science and technology.
Campus offering
No unit offerings are currently available for this unitLearning 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.
Demonstrate an understanding of key science concep...
Learning Outcome 01
Evaluate how different technologies shape the worl...
Learning Outcome 02
Analyse and evaluate the impact of science and the...
Learning Outcome 03
Demonstrate scientific literacy by communicating w...
Learning Outcome 04
Demonstrate technological literacy by applying the...
Learning Outcome 05
Engage in independent and collaborative learning w...
Learning Outcome 06
Content
Topics will include:
- The nature of science, and the nature of technology;
- Scale and measurement related to: time (formation of the universe, geological time scale, evolutionary time scale) and distance (astronomical distances, atomic distances);
- Patterns, order and organisation as a way to make sense of the world including: observed environmental changes, and the classification of living things and non-living objects
- Matter and energy focussing on different forms, and the nature of their interactions
- Stability and change related to cause and effect in: living things; the environment; and chemical and physical systems
- Form and function related to: materials and objects; design for sustainability; features of livings things for survival
- Technological systems related to design and computation.
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes and demonstrate attainment of professional standards.
The tasks require students to design and conduct a research project that creates, trials and reports on a product that demonstrates understanding of an identified science concept.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.
Overview of assessments
Assessment Task 1 Research Project
Assessment Task 1
Research Project
50%
Other assessment tasks may include:Report/present...
Other assessment tasks may include:
- Report/presentation
- Investigation
- Exam/test <
50%
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in a variety of teaching-learning strategies to support learning, including: lectures, tutorials, project and fieldwork. This may include face-to-face, online and related research and activities.
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 with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then becomes private study.
Representative texts and references
Bryson, B. (2004). A short history of nearly everything. London: Black Swan.
Dear, P. R. (2006). The intelligibility of nature: How science makes sense of the world. Chicago: University of Chicago Press.
Farrow, S. (2006). The really useful science book. Abingdon, UK: Routledge.
Flannery, T. (2005). The future eaters: An ecological history of the Australasian lands and people. Sydney: Reed New Holland.
Gott, R., & Duggan, S. (2003). Understanding and using scientific evidence: How to critically evaluate data. [electronic resource]. London: Sage.
Kruszelnicki, K. (2002). Dr. Karl’s collection of great Australian facts and firsts. Pymble: Harper Collins.
Pittock, A. (2009). Climate change: The science, impacts and solutions. Collingwood, Victoria: CSIRO Publishing.
Waller, J. (2004). Fabulous science. Oxford, UK: Oxford University Press.
Appropriate Journals and Websites
Animations for an Introduction to Chemistry http://preparatorychemistry.com/Bishop_animations.htm