013243 Science Teaching Methods 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 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

Requisite(s): 48 credit points of completed study in spk(s): C10404 Bachelor of Science Master of Teaching Secondary Education
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013419 Science Teaching Methods 1 AND 028263 Science Teaching Methods 1

Description

The subject includes study of secondary syllabuses, lesson planning, approaches to learning and teaching, and different forms and functions of practical work and its role in learning and teaching. This subject explores science teaching and curriculum through the lens of contemporary theory and practices to competently teach science in a secondary school. In terms of teaching and learning, there is a heavy focus on a range of teaching strategies and resources, including ICT, that engage students in their learning. This subject is a pre-requisite for the other science teaching methods, and professional experience, subjects.

Subject learning objectives (SLOs)

a.	Analyse syllabus documents to ascertain expectations for adolescent learning in science
b.	Plan, present and manage safe lessons
c.	Explain science syllabus ideas accurately, including the contribution of Indigenous Australian to science understanding and curriculum
d.	Work as part of a team to evaluate and develop teaching materials for adolescent learners
e.	Evaluate and reflect on science teaching and its effectiveness
f.	Explain concepts, substance and structure of the content and teaching strategies of the teaching area
g.	Devise and deploy a range of teaching strategies
h.	Select and use a range of resources, including ICT, that engage students in their learning
i.	Compose scholarly written and oral responses, based on sound academic conventions, including accurate referencing

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 secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners (1.1)
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)

Contribution to the development of graduate attributes

There are three APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised and assessed.

2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Standard 2.1.1 is taught and practised in Week 3 lecture and tutorial, and assessed in Assessment task 2 criterion d.

3.3.1 Include a range of teaching strategies.

Standard 3.3.1 is taught and practised in Week 6 lecture and tutorial, and assessed in Assessment task 3 criterion b.

3.4.1 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

Standard 3.4.1 is taught and practised in Week 8 lecture and tutorial, and assessed in Assessment task 3 criterion c.

Teaching and learning strategies

The teaching and learning strategies employed in this subject include lecture input, structured discussions, collaborative small group work and workshops, individual research and engagement with online simulated classroom teaching and learning pedagogies and practices. The seminars allow teacher-education student learning to be scaffolded through a series of activities within a learning sequence to build deep knowledge of science and technology curriculum and teaching and learning pedagogy relevant to each stage and content strand. Teacher-education students critically examine and apply current thinking and practices in science education. Teacher-education students receive ongoing formative feedback throughout the semester, in both synchronous and asynchronous activities and through questions posted in discussions and online forums.

Content (topics)

This is the first of the three Science Teaching Methods subjects. In this subject, teacher-education students focus on:

Science teaching: principles, roles and responsibilities;
The NSW curriculum: Science as a key learning area; the Australian Curriculum and its relationship with NSW; Developing familiarity with and knowledge of the Science syllabuses;
NSW Science courses: an overview;
Physical, social and intellectual development and characteristics of learners and how these affect learning; Research into how learners learn and the implications for teaching;
An introduction to lesson plans, units of work;
Role of practical work; safety in the laboratory; working collaboratively and cooperatively; Range of teaching strategies;
Integrating literacy and numeracy strategies in Science teaching;
Range of resources, including ICT, that engage learners in their learning; Strategies to evaluate teaching programs to improve learner learning

Assessment

Assessment task 1: The Teaching of a Science Concept: Brief and modified lesson plan

Objective(s):

a, b, c and i

Weight:

20%

Length:

600 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Identification of specific syllabus content area	20	a	1.2
Clarity of practical procedures	20	b	1.3
Relevance of observations to be made	20	c	1.2
Clarity and accuracy of explanations of underlying concepts	20	c	1.2
Accuracy and cohesion of written text	20	i	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Predict-Observe-Explain Demonstration: Detailed lesson plan

Objective(s):

b, c, d, f, g and i

Weight:

30%

Length:

Lesson plan (1000 words)

Class presentation (20 minutes)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Coherence of the lesson plan	20	b	1.3
Accuracy of explanation of concepts	20	c	1.2
Relevance of teaching and learning strategies	20	g	1.3
Appropriateness of the concepts, substance and structure of the content and teaching strategies	20	f	1.1
Clarity and coherence of oral presentation	20	d, i	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Portfolio of teaching strategies and resources

Objective(s):

a, e, g, h and i

Weight:

50%

Length:

1500 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Accuracy in the identification of specific outcome/content and outline of teaching approach	10	a	1.2
Clarity of description of TWO teaching strategies	20	g	1.3
Clarity of description of THREE teaching resources, including ICT	30	h	1.3
Strength of justification of the selected strategies and resources supported by relevant scholarly literature	30	e	2.1
Accuracy and cohesion of written text	10	i	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must pass all three assessment tasks to pass this subject. The three tasks collectively assess the Subject Learning Objectives and Graduate Attributes (both APST graduate descriptors and CILOs) covered in this subject. External accrediting bodies (NESA and AITSL) require all tasks to be satisfactorily completed in order to demonstrate achievement against NSW Graduate Teacher Standards. Students who do not pass all assessment tasks will be awarded an X Fail grade.

Required texts

NSW Education Standards Authority. (2018). Science 7-10 Syllabus. This can be accessed here.

NSW Education Standards Authority. (2017). Stage 6 Biology Syllabus. This can be accessed here.

NSW Education Standards Authority. (2017). Stage 6 Chemistry Syllabus. This can be accessed here.

NSW Education Standards Authority. (2017). Stage 6 Earth and Environmental Science Syllabus. This can be accessed here.

NSW Education Standards Authority. (2017). Stage 6 Investigating Science Syllabus. This can be accessed here.

NSW Education Standards Authority. (2017). Stage 6 Physics Syllabus. This can be accessed here.

NSW Education Standards Authority. (2017). Stage 6 Science Extension Syllabus. This can be accessed here.

References

Amos, S., & Boohan, R. (2013). Teaching Science in Secondary Schools: A Reader. Routledge.

Aubusson, P. J., Harrison, A. G., & Ritchie, S M. (Eds.). (2006). Metaphor and analogy in science education. Springer.

Bliss, J. (2013). Learning science: Piaget and after. In S. Amos & R. Boohan (Eds.), Teaching Science in Secondary Schools: A reader (2nd ed. pp. 154-163). Routledge.

Bybee, R. (2002). Learning Science and the Science of Learning. NSTA Press.

Burden, K., & Kearney, M. (2016). Future Scenarios for Mobile Science Learning. Journal of the Australasian Science Education Research Association, 46(2), 287-308. DOI 10.1007/s11165-016-9514-1.

Co?tu, B., Ayas, A., & Niaz, M. (2012). Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation. Instructional Science, 40(1), 47-67.

Dawson, V., Venville, G. & Donovan, J. (2019). The Art of Teaching Science: A comprehensive guide to the teaching of secondary school science. Allen & Unwin.

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

Goodrum, D. (2019). Principles of effective science teaching and learning. In V. Dawson, G. Venville & J. Donovan (Eds.), The Art of Teaching Science: A comprehensive guide to the teaching of school science (3rd ed. pp. 105-121). Allen & Unwin.

Hanuscin, D. L., & Lee, M. H. (2008). Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers. Journal of Elementary Science Education, 20(2), 51-66.

Kearney, M., & Nielson, W. (2019). Teaching and learning science with digital technologies. In V. Dawson, G. Venville & J. Donovan (Eds.), The Art of Teaching Science: A comprehensive guide to the teaching of school science (3rd ed. pp. 209-225). Allen & Unwin.

King, D., & Mills, R. (2019). Planning in secondary-school science. In V. Dawson, G. Venville & J. Donovan (Eds.), The Art of Teaching Science: A comprehensive guide to the teaching of school science (3rd ed. pp. 84-104). Allen & Unwin.

Millar, R. (2013). Towards a science curriculum for public understanding. In S. Amos & R. Boohan (Eds.), Teaching Science in Secondary Schools: A reader (2nd ed. pp. 113-128). Routledge.

Milne, C. (2019). What is Science? In V. Dawson, G. Venville, J. Donovan, J. (Eds.), The Art of Teaching Science: A comprehensive guide to the teaching of school science (3rd ed. pp. 3-18). Allen & Unwin

Niess, M. L. (2012). Teacher knowledge for teaching with technology: A TPACK lens. In R. Ronau, C. Rakes & M. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 1-15). IGI Global.

Ng, W. (2015). New Digital Technology in Education: Conceptualizing Professional Learning for Educators. Springer.

Rosenblatt, L. (2011). Rethinking the Way We Teach Science: The Interplay of Content, Pedagogy and the nature of Science. Routledge.

Ross, K, Lakin, L. & Mckechnie. (2010). Teaching Secondary Science. Constructing meaning and Developing understanding. Routledge.

Taber, K. (2019). Master Class in Science Education: Transforming Teaching and Learning.Bloomsbury.

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. Available at: http://research.acer.edu.au/aer/3/

Tytler, R., Ferguson, J. & White, P. (2019). Constructivist and sociocultural theories of learning. In V. Dawson, G. Venville & J. Donovan, J. (Eds.), The Art of Teaching Science: A comprehensive guide to the teaching of school science (3rd ed. pp. 35-49). Allen & Unwin.

Wellington, J. & Ireson, G. (2008). Science Learning, Science Teaching. Routledge.