013422 Science Teaching Methods 4
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Credit points: 6 cp
Result type: Grade, no marks
Requisite(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): 013073 Ver 1 Science Teaching Methods 4 AND 028266 Science Teaching Methods 4
Description
This subject prepares effective beginning secondary science teachers, setting a foundation for continuing professional learning. Students apply their educational studies to teaching – to design, organise and evaluate methods and materials for teaching - and use their own theoretical framework as a basis for their future teaching. Students are challenged to draw on their learning in core subjects. They are encouraged to think holistically about the impacts and influences on how the science program is taught, with a strong emphasis on using curriculum, assessment and reporting to organise content into effective learning and teaching sequences for units of work. Through an inquiry-based approach real problems and questions are identified and explored by teams that are pertinent to students' professional learning needs.
Subject learning objectives (SLOs)
| a. | Identify and analyse contentious and key issues and their implications for science education |
|---|---|
| b. | Apply a theoretical framework grounded in educational research, to teaching and learning in science |
| c. | Analyse syllabus documents to ascertain expectations for adolescent learning in science |
| d. | Identify and apply relevant teaching, scholarly and grey literature sources to organise science content into an effective learning and teaching sequence |
| e. | Design learning sequences and lesson plans using relevant science curriculum, assessment and reporting knowledge |
| f. | Plan and implement assessments with consistent moderation and is context-specific to science |
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)
- Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
- Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)
- 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
GRADUATE TEACHER STANDARDS
There are three descriptors from the graduate teacher standards that are addressed in this subject and demonstrated in relation to Taught, Practised and Assessed:
2.2.1 Organise content into an effective learning and teaching sequence.
2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Descriptor 2.2.1 will be taught in the Week 4 lecture, practiced in the Week 4 tutorial and assessed in Assessment task 3 criterion b.
Descriptor 2.3.1 will be taught in the Week 5 lecture, practiced in the Week 5 tutorial and assessed in Assessment task 3 criterion c.
Descriptor 5.3.1 will be taught in the Week 7 lecture, practiced in the Week 7 tutorial and assessed in Assessment task 3 criterion d.
COURSE INTENDED LEARNING OUTCOME
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
2.1) Enquire into and research practice to improve educational experiences and outcomes
2.2) Critically analyse and reflect on and synthesise complex theories of learning and teaching
6. Effective communication
6.1) Assess, provide feedback and report on student learning
6.2) Possess literacy and numeracy skills across a broad range of communication modes and technologies
Teaching and learning strategies
Students critically examine and apply current thinking and practices in science education. They work in teams and individually to analyse curricula and syllabi to plan and teach lessons. The process is supported by workshop activities and an online environment. Students receive tutor and peer feedback on their lesson preparation and presentations. Students undertake extended inquiry to investigate problems and issues in scenario-based and authentic settings. Students engage in professional learning models designed for school settings. The subject includes taking on the role of science teachers in a science faculty in a virtual school.
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 5. Students will then receive further feedback on Task 1 prior to submitting Tasks 2 and 3, in Weeks 8 and 10, respectively.
Content (topics)
This is the fourth Science Teaching Methods subject. In this subject, students synthesise their prior learning about each of the following aspects of teaching:
- Current issues and research that shape Science teaching and course design;
- Researching, identifying and applying appropriate topics, themes and concepts as the basis of programming;
- Reviewing content at Stages 4, 5 & 6;
- Investigate ways to use assessment moderation and its application to support consistent and comparable judgements of student learning;
- Designing units of work;
- Moderating work to identify strengths and weaknesses;
- Science teaching as a profession;
- Scenario-based, problem-based and project-based learning;
- Pedagogical Content Knowledge (PCK in science education) and Technological Pedagogical and Content Knowledge (TPACK in science education);
- Initiatives in science education: 21st century learning and assessment; contexts for teaching and learning science; representational pedagogies; formatives practices; teaching controversial issues in science; student engagement; ICT and its innovative use; learning science in informal settings; open-ended investigations; flipped classrooms; working scientifically.
Assessment
Assessment task 1: Video group presentation to propose an Extended Project
| Objective(s): | a, b and c | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||
| Length: | The video presentation should be 20 minutes. | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: In-class written and verbal feedback
| Objective(s): | a and d | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 20% | ||||||||||||
| Length: | 600 words | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Unit of work
| Objective(s): | 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
Brady, L. & Kennedy, K. (2014). ‘Assessment Issues and the School Curriculum’. Assessment and reporting. Curriculum Construction. 5th edition. Pearson: Frenchs Forest.
Cochrane,M., Liversidge, T. J. & Kerfoot, B. (2009). Teaching Science. London: SAGE.
Crick, R.D. (2009). ‘Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy.’ Curriculum Journal, 20:1, 73-92.
Fraser, B. J., Tobin, K. & McRobbie, C. (Eds.). (2011). Second international handbook of science education. Dordrecht: Springer.
Frost, J. (Ed.). (2010). Learning to teach science in the secondary school: A companion to school experience. London: Routledge
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.
Millar, M. Leach, A. & Osborne, J. (Eds.). (2000). Improving science education: The contribution of research. Phildelphia: Open University Press.
Newton, D. P, (2008). A practical guide to teaching science in the secondary school. Hoboken: Taylor & Francis.
Rhoton, J. & Shane, P. (2006). Teaching science in the twenty-first century. Arlington: National Science Teachers Association.
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.
Other resources
Laboratory learning spaces with facilities to exemplify secondary science teaching and learning, laboratory preparation and management assistance, data projector and screen or Interactive Whiteboard, Wifi access.