University of Technology Sydney

028242 Science and Technology Education 1

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

Requisite(s): 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 012213 Learning in Science and Technology 1

Description

This subject introduces students to the teaching and learning of science and technology in the primary school (K–6). Throughout this subject, students are encouraged to articulate, reflect on and develop their philosophies of learning and teaching in science and technology, based on their reading of the literature and experiences in the classroom and with primary school aged children. Students develop their understanding of the nature of science and technology, of current theories of learning and teaching science and technology, and of research that informs those understandings. A focus of this subject is on clarifying students' own conceptual understanding related to a selection of science topics. Students learn how to access information in a variety of forms from a range of sources, and how to critically evaluate information and ideas – a preparation for lifelong learning and for developing scientific, technological, information and language literacies. Students are guided to use the Science K–10 (NESA) syllabus and Australian curriculum to develop teaching and learning units and teaching approaches. The subject locates learning and teaching in intellectual, practical, creative, social, gender-inclusive and culturally sensitive contexts.

Subject learning objectives (SLOs)

a. Apply curriculum, assessment and reporting knowledge to design learning sequences and lesson plans to teach Science and Technology
b. Identify and apply literacy and numeracy teaching strategies as they relate to Science and Technology
c. Identify, explain and apply a range of teaching strategies that can be used when teaching Science and Technology and how they apply in diverse classroom settings
d. Explain and apply assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in Science and Technology

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.

  • Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
  • Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
  • Act as a developer of learning with colleagues and possess collaborative skills (GTS 7) (1.4)
  • Employ contemporary technologies effectively for diverse purposes (GTS 2, 4) (1.5)
  • Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
  • Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness

1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)
1.5 Employ contemporary technologies effectively for diverse purposes (GTS 2, 4)

2. Critical and Creative Inquiry

2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS 3)

Teaching and learning strategies

The subject will be presented in weekly three-hour interactive workshops. You will learn through a range of evidence-informed teaching and learning strategies.

The workshops have clearly defined learning intentions and goals. The sequenced lesson structure will scaffold your learning through a series of activities, to build knowledge of science and technology teaching relevant to each Stage. You will critically examine and apply current literature and become familiar with the NESA Science and Technology K-6 syllabus. You will be provided with opportunities to see explicit links between class work and the assessment criteria.

Hands-on activities and demonstrations will clearly show the steps required to teach science knowledge and skills to primary students. Explicit teaching will be utilised to demonstrate specific skills and knowledge required for teaching Science and Technology. Important topics will be readdressed through the subject to provide you with multiple opportunities to practice and embed new knowledge and skills. During your learning journey you will show your knowledge through presentations, multi-modal representations, questioning and assessment task responses.

Learning will take place individually and collaboratively in small groups. Collaborative learning will develop your skills in negotiating roles and outcomes and provide a model for team teaching.

Through active participation in class, you will develop scientific argumentation skills and understand the key aspects of the nature of science that are important for all primary students to understand. You will be encouraged to reflect on your own learning experiences to understand your own metacognitive processes and how these may vary from those of your future students and what this means for your teaching and learning.

Feedback will be provided during the semester from your lecturer and peers so that you understand your transition through the learning process to achieve your learning goals. This feedback will be as formative assessment in class and as detailed feedback provided on summative assessment tasks. This feedback will allow you to identify areas of your own professional learning that require further study and you will be provided with support to help you meet subject learning outcomes.

Content (topics)

This subject addresses three main aspects:

  1. Knowledge of the central concepts, modes of inquiry and structure of the Science and Technology Learning Area (PA 2.1, 4.1, 4.2), including:
  • the nature of and relationships between science and technology;
  • seminal ideas of the disciplines of science and technology within the content strands, the science process of investigating and the technology process of designing and producing;
  • key science concepts relevant to a selected range of focus topics/learning contexts.
  1. Exposure to and knowledge about Science and Technology pedagogy (PA 2.1, 2.2, 3.1, 3.3 – 3.6, 4.2), including:
  • broad theoretical frameworks that underpin current theories of learning and teaching in science and technology education;
  • key issues in the teaching and learning of science and technology in K-6 classrooms, including logical, sequential programming and varieties of resources and learning strategies;
  • children’s ideas about key science concepts within the modules, and ways of developing children’s ideas into more coherent views of their world, and ways of investigating.
  1. Exposure to, design of and experience in implementation of lesson sequences of the NSW K-10 Science Syllabus and the Australian Curriculum (PA 3.1, 3.5), including:
  • the nature of the NSW Science K-10 Syllabus and the Australian Curriculum;
  • evaluation of resources for use in classrooms;
  • selection and application of sequenced teaching episodes and associated appropriate assessment.

Assessment

Assessment task 1: Parent newsletter article

Objective(s):

b and c

Weight: 20%
Length:

600 words limit
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Coherence and logic of the discussion of key ideas 60 b, c 2.2
Clarity and appropriateness of the integration of quality research literature and use of academic language 40 b, c 2.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Science station creation

Objective(s):

a and c

Weight: 40%
Length:

5-7 minute video plus 500-word Information Sheet
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Appropriateness of the aims of the science station apparent in its design and function 40 a, c 1.5
Accuracy of science description and appropriateness of teaching and learning strategies of the science station 40 a, c 1.2
Evidence of the degree to which effective collaboration and teamwork skills are apparent 20 c 1.4
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Lesson sequence

Objective(s):

a, c and d

Weight: 40%
Length:

1,300 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Appropriateness and clarity of the description of pedagogical strategies, rationale, science concepts and resources 40 a, c 1.1
Appropriateness of the learning sequence, selected tasks, resources and assessment strategies 60 a, c, d 1.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Satisfactory completion of all assessment tasks, including demonstration of literacy (ie. able to use and apply accurate spelling, grammar, referencing system). Attendance at tutorials is important in this subject because it is based on a collaborative approach, which involves essential workshopping and interchange of ideas with other students and the tutor.

Required texts

A number of readings will be made available on Canvas.

In addition you should consult:

  • UTS Coursework Assessment Policy and Procedures Manual available at this LINK.
  • UTS FASS Student Study Guide available at this LINK.
  • The 2017 Science K-10 Syllabus (inc. Science and Technology K-6) (NESA) can be accessed at the NESA Website of at this LINK.
  • Australian Curriculum, Assessment and Reporting Authority (nd). Foundation to Year 10 Curriculum: Science. ACARA. can be accessed at the ACARA website or at this LINK.
  • Primary Connections units and associated information can be accessed at http://primaryconnections.org.au/

Recommended texts

If you are considering purchasing a textbook, one that we recommend that would be useful in both Science and Technology Education 1 and 2 subjects and Science and Technology electives, as well as helpful to use as a resource in your teaching career, is:

Skamp, K. & Preston, C. (Eds.) (2019). Teaching Primary Science Constructively (6th ed.). Cengage. This text is available through the UTS Library at this LINK. You will need to log into the library site to access the text. Note that we have three licences for this text so if you can, please download the text rather than reading it online. If you need to read it online, please be sure to log out as soon as you are finished so other students can access the text.

This is also recommended as an additional text:

Fitzgerald, A. & Corrigan, D. (Eds.) (2018). Science Education for Australian Students: Teaching from Foundation to Year 12. Allen & Unwin.

References

Albion, P., Campbell, C., & Jobling, W. (2018). Technologies education for the primary years. Cengage Learning Australia.

Aubusson, P., Schuck, S., Ng, W., Burke, P., Pressick-Kilborn, K., & Palmer, T. (2015). Quality learning and teaching in primary science and technology. Sydney: Association of Independent Schools NSW. Available here

Dawson, V., & Venville, G. (2007). The art of teaching primary science. Allen & Unwin.

Devereux, J. (2007). Science for primary and early years: Developing subject knowledge (2nd ed.). Sage.

Fitzgerald, A., & Corrigan, D. (Eds.) (2018). Science Education for Australian Students: Teaching Science from Foundation to Year 12. Allen & Unwin.

Fleer, M. (2015). Science for children. Cambridge University Press.

Fraser, B.J., Tobin, K., & McRobbie, C.J. (Eds.) (2012). Second International Handbook of Science Education. Springer.

Prinsley, R., & Johnston, E. (2015). Transforming STEM teaching in Australian primary schools: everybody’s business. Australian Government, Office of the Chief Scientist.

Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International journal of science education, 28(2-3), 235-260.

Tytler, R. (2007). Re-Imagining Science Education: Engaging Students in Science for Australia's Future. Australian Education Review 51. Australian Council for Educational Research.

Other resources

Please see Canvas for more readings, videos and websites relevant to weekly content.