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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDM5003 Science Curriculum & Pedagogical Studies

Semester 3, 2021 Online
Short Description: Science Curriculm & Pedag Stud
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070103 - Teacher Education: Primary
Grading basis : Graded

Staffing

Examiner: Lisa Ryan

Rationale

There is a demand for learners to have a solid foundation in science to meet the needs of our modern lives and contribute to rational decision-making. Science is multi-faceted, including knowing, doing, thinking and communicating. Scientific curiosity begins early in life, and as parents and teachers nurture this curiosity across the years from birth to age 12, they help shape and develop children’s skills to enable them to inquire in more sophisticated ways into the world in which they live. Teachers need to be able to demonstrate that scientific ideas are connected across different fields and to everyday life at all ages.

Synopsis

This course is designed to develop science pedagogical content knowledge for future teachers in two parallel streams, from birth-8 years of age (Birth to Year 3), and Years F-6. However, as teachers may be required to work outside of their preferred area, access to both streams of material is available to all. The course has as its major focus the essential knowledge and skills necessary for beginning educators to: interpret contemporary early childhood and primary science curricula and initiatives in science education (particularly the Early Years Learning Framework and the Australian Curriculum: Science); apply knowledge of how learners develop conceptual understanding in science; recognise and be responsive to learner backgrounds, characteristics, experiences and prior understandings which might impact upon engagement and learning in science; and, design and implement well-organised and managed science learning environments.

Objectives

On successful completion of this course preservice teachers should be able to:

  1. demonstrate a complex understanding of the concepts, substance, and structure of the content enabling content selection, organisation, and use of a wide range of teaching assessment strategies appropriate to science to facilitate student learning at different ages (Australian Professional Standards for Teachers (APST) 2.1, 2.2, 3.3, 5.1);
  2. demonstrate their ability to use their knowledge of student learning, content and strategies to plan lesson sequences, including setting appropriate challenging learning goals for diverse students, and selecting from a range of resources including ICT, and engaging strategies to facilitate student learning in science whilst also supporting students’ wellbeing and safety (APST 2.2, 3.1, 3.2, 3.3, 3.4, 4.4);
  3. articulate their knowledge and understanding of appropriate teaching strategies that will effectively embed literacy and numeracy development and use ICT in science lesson sequences to expand science learning opportunities (APST 2.5, 2.6);
  4. demonstrate a complex understanding of the relevant and appropriate sources of professional learning in science for teachers, including curriculum documents, relevant policies, and engagement with colleagues in and outside of schools to improve knowledge and practice (APST 6.2, 6.3, 7.2, 7.4);
  5. demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.

Topics

Description Weighting(%)
1. The Early Years Learning Framework, Australian Science Curriculum, inquiry pedagogy and current reforms in science education 15.00
2. Scenarios (Birth to Year 3 & Years F-6) for teaching, learning and assessing of Biological Sciences with a focus on the physical, social and intellectual characteristics of typical learners 20.00
3. Scenarios (Birth to Year 3 & Years F-6) for teaching, learning and assessing of Chemical Sciences 20.00
4. Scenarios (Birth to Year 3 & Years F-6) for teaching, learning and assessing of Earth and Space Sciences 20.00
5. Scenarios (Birth to Year 3 & Years F-6) for teaching, learning and assessing of Physical Sciences 20.00
6. Professional educator 5.00

Text and Materials

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=03&subject1=EDM5003)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

There are no texts or materials required for this course.

Reference Materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Campbell, C, Jobling, W, & Howitt, C (Eds) 2018, Science in early childhood, 3rd edn, Cambridge University Press, Port Melbourne, Australia.
(Early Childhood (Birth to Year 3) specialisation students only.)
Skamp, K, & Preston, C 2017, Teaching primary science constructively, 6th edn, Cambridge University Press, South Melbourne, Australia.
(Primary years (Years F-6) specialisation students only.)

Student Workload Expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment Details

Description Marks out of Wtg (%) Due Date Objectives Assessed Notes
ASSIGNMENT 1 50 50 20 Dec 2021 1,2,3,4,5 (see note 1)
ASSIGNMENT 2 50 50 28 Jan 2022 1,2,3,4,5 (see note 2)

Notes
  1. Inquiry and Unit Plan
  2. Providing professional learning

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure https://policy.usq.edu.au/documents/14749PL.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment Notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

Evaluation and Benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:

  1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
  2. forms part of the Master of Learning and Teaching and is benchmarked against the
  • internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
  • professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).

Other Requirements

  1. Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware.

Date printed 11 February 2022