013420 Science Teaching Methods 2
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Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade, no marksRequisite(s): 013419 Science Teaching Methods 1 OR 013049 Science Teaching Methods 1
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013061 Science Teaching Methods 2 AND 028264 Science Teaching Methods 2
Description
This subject considers the skills and understandings required to be an effective secondary science teacher and create an engaging program for learning. The subject informs professional experience. An emphasis is placed on professional commitment, current developments in science teaching and learning, and reflection on teaching practice. Topics include teaching to mixed-achievement classes; selecting digital resources and tools to enhance student learning; organising and evaluating methods and materials for learning; discipline-specific assessment and reporting; and theoretical teaching frameworks. Students demonstrate the development of depth of knowledge within selected areas of education relevant to the national curriculum in selected NSW science syllabuses.
Subject learning objectives (SLOs)
| a. | Identify and interpret the objectives, outcomes, content and assessment requirements of the science syllabuses (GTS 2.1.1) |
|---|---|
| b. | Explore and analyse a range of approaches for the teaching of science for a wide range of students (GTS 1.1.1, 2.1.1, 3.2.1) |
| c. | Create learning sequences based on educational research for a diverse range of students, using a wide range of resources, including digital technology (GTS 2.2.1, 2.3.1) |
| d. | Critique and evaluate teaching/learning programs, key theories and models relevant to subject Science (GTS 2.1.1; 3.6.1) |
| e. | Identify and evaluate a range of assessment types and design appropriate assessment tasks for a diverse range of students (GTS 5.1.1, 5.2.1) |
| f. | Compose scholarly written and oral responses, based on sound academic conventions, including accurate referencing (GTS 6.2.1) |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
- Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
- Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design technology-intensive learning resources (6.2)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional readiness
1.2) Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery
1.3) Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems
2. Critical and creative inquiry
2.2) Critically analyse and reflect on and synthesise complex theories of learning and teaching
6. Effective communication
6.2) Possess literacy and numeracy skills across a broad range of communication modes and technologies
Teaching and learning strategies
Students will critically examine and apply current thinking and practices in science education. They will work in teams and individually to analyse curriculum and syllabuses to plan and teach lessons. The process will be supported by workshop activities and an online environment. Students will receive tutor and peer feedback on their lesson preparation and presentations throughout the teaching session. Students will undertake individual inquiry to understand the framework and elements of selected senior curriculums. Students will trial, select and design a variety of teaching and learning activities exemplifying student-centred and inquiry teaching approaches. Students will develop knowledge and understanding of writing effective learning sequences for units of work. Learning sequences will be evaluated to improve student learning.
Formative Feedback
Students will receive ongoing formative feedback throughout the semester. They will receive written feedback on an informal task conducted in Week 2 before submitting Task 1 in Week 4. Students will then receive further feedback on Task 1 prior to submitting Tasks 2 and 3, in Weeks 6 and 10, respectively.
Content (topics)
This is the second of the four Science Teaching Methods subjects. In this subject, students focus on:
- Roles and responsibilities of the Science teacher;
- Quality Teaching Framework;
- AITSL Standards;
- NSW Science K-10 and Stage 6 Syllabuses: aims, objectives, stage statements, outcomes, content, requirements, assessment emphases, courses;
- Australian Curriculum in Science: emphases, relationship to the NSW curriculum;
- Identifying, selecting and using a range of resources in the secondary classroom;
- Focus on the learners; strategies for differentiating teaching and meeting diverse learner needs; and assessment principles and strategies;
- Developing effective questions for the Science classroom;
- Critical literacy and numeracy in the Science classroom;
- Teaching oral skills in the secondary classroom: key elements and considerations.
- Key programming documents: scope and sequence, lesson plans, key aspects of a unit of work;
- Investigating strategies that can be used to evaluate teaching programs to improve student learning;
- Investigating the purpose of providing timely and appropriate feedback to students about their learning;
- Exploring ways to organise content into an effective learning and teaching sequence.
Assessment
Assessment task 1: Evaluation of a lesson taught during professional experience
| Objective(s): | a, b, d and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 20% | ||||||||||||||||||||
| Length: | 600 words. | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Lesson planning and presentation
| Objective(s): | a, b, c and f | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||||||
| Length: | Group Presentation (duration 20 minutes) | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Designing a learning sequence (teaching program)
| Objective(s): | a, b, c, d, e and f | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||||||
| Length: | 1500 words (excluding reference list and appendices) | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
All assessment tasks in the subject must be passed in order to pass the subject because they critically assess key Graduate Teaching Standards that pre-service teachers must achieve.
Required texts
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-7-10-2018
References
Alsop, S. & Hicks, K. (2001). Teaching science: A handbook for primary and secondary school teachers. London: Kogan Page.
Amos, S. (Ed.). (2002). Teaching science in secondary schools. London: Open University Press.
Cothron, J. H., Giese, R. N. & Rezba, R J. (2000). Students and research: Practical strategies for science classrooms and competitions. Dubuque, Iowa: Kendall.
Driver, R., Squires, A., Rushworth, P. & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children’s ideas. New York: Routledge.
Fraser, B. J., Tobin, K. & McRobbie , C. (Eds.). (2011). Second international handbook of science education. Dordrecht: Springer.
Goodrum, D. & Rennie, L. (2007). Australian school science education: National action plan 2008–2012, Volume 1, the national action plan. Canberra: Department of Education, Training and Youth Affairs.
Keely, P. (2008). Science formative assessment. Arlington: National Science Teachers Association..
Kelly, P. Eberle, F. & Tugel, J. (2007). Uncovering student ideas in science (Vol 1 & 2). Arlington: National Science Teachers Association.
McMahon, M. (2007). Assessment in science: practical experiences and education research. Arlington: NASTA.
Millar, M. Leach, A. & Osborne, J. (Eds.). (2000). Improving science education: The contribution of research. Phildelphia: Open University Press.
Ross, K, Lakin, L. & Mckechnie. (2010). Teaching secondary science. Constructing meaning and developing understanding. London: Routledge.
Tytler, R. (2007). Re-imagining Science Education: Engaging students in science for Australia’s future. Australian Education Review No. 51. Melbourne: Australian Council for Education Research Press.
Venville, G., & Dawson, V. (Eds.). (2004). The art of teaching science. Sydney, Australia: Allen and Unwin.
Wellington, J. (2000). Teaching and learning secondary science. London: Routledge.