University of Technology Sydney

013419 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

Subject level:

Postgraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013049 Science Teaching Methods 1 AND 028263 Science Teaching Methods 1

Description

This subject explores how teaching and curriculum can be organised and managed for effective learning. The subject combines theory with practice to provide students with the skills and understanding required to begin to teach in a secondary school and is associated with professional experience. 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. 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 prerequisite or corequisite for the other science teaching methods subjects and professional experience subjects.

Subject learning objectives (SLOs)

a. analyse syllabus documents to ascertain expectations for adolescent learning in science (GTS 2.1.1, 2.3.1; PA 4.10)
b. plan, present and manage safe lessons (GTS 2.2.1)
c. explain science syllabus ideas accurately and with clarity including use of suitable language, examples and models (GTS 2.1.1, 3.3.1, 3.4.1, 3.5.1; PA 4.1)
d. work as part of a team to evaluate and develop teaching materials for adolescent learners
e. use a range of teaching strategies and resources, including ICT, that engage students in their learning (GTS 2.6.1, 3.3.1; 3.4.1; PA 3.6)
f. evaluate and reflect on science teaching and its effectiveness (GTS 3.6.1)
g. 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

This subject makes a major contribution to the following National Graduate Teacher Standards

  • Professional Knowledge
    • Know students and how they learn – GTS 1.2, 1.3
    • Know the content and how to teach it – GTS 2.1, 2.2, 2.3, 2.5, 2.6
  • Professional Practice
    • Plan for and implement effective teaching and learning – GTS 3.2, 3.3, 3.4, 3.6
    • Create and maintain supportive and safe learning environments – GTS 4.1, 4.2, 4.4, 4.5.
    • Assess and provide feedback and report on student learning – GTS 5.4.
  • Professional engagement:
    • Engage in professional learning – GTS 6.3
    • Engage professionally with colleague, parents/carers and the community- GTS 7.3

This subject makes a contribution to the following Mandatory Areas of Study:

  • Literacy – 2.1.1, 2.1.2;
  • Teaching students from non-English speaking backgrounds – 2.3.7; and
  • Information and communication technologies – 2.6.6; 2.6.11.

Teaching and learning strategies

The teaching and learning strategies employed in this subject will include lecture input, structured discussions, collaborative small group work and workshops, individual research and engagement in assignments that critically examine and apply current thinking in the area. Students will critically examine and apply current thinking and practices in science education. Students will trial, select and design a variety of teaching strategies and a range of resources, including ICT, that engage students in their learning. Students will receive ongoing formative feedback throughout the semester. Tutorials provide a forum for students to receive ongoing peer and tutor feedback. Students will also 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 task 2.

Content (topics)

This is the first of the four Science Teaching Methods subjects. In this subject, students focus on:

  • Science teaching: principles, roles;
  • 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 students and how these affect learning;
  • Research into how students 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 students in their learning;
  • Strategies to evaluate teaching programs to improve student learning;

Assessment

Assessment task 1: The Teaching of a Science Concept

Objective(s):

a, b, c and g

Weight: 20%
Length:

600 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Identification of specific syllabus content area 20 a 1.2
Clarity of practical procedure undertaken 20 b 1.3
Relevance of described observations 20 c 1.2
Effectiveness of explanation of underlying concepts 20 c 1.2
Accuracy and cohesion of written text 20 g 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: POE Demonstration

Objective(s):

b, c, d, e and g

Weight: 30%
Length:

Lesson plan (1000 words) and class presentation (20 minutes)

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Coherence of the lesson plan 20 b 1.2
Accuracy of explanation of concepts 20 c 1.2
Relevance of teaching and learning strategies 20 e 1.3
Appropriateness of strategy for student engagement and learning 20 e 1.3
Accuracy and cohesion of written text and oral presentation 20 d, g 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Portfolio of teaching strategies and resources

Objective(s):

a, b, c, e, f and g

Weight: 50%
Length:

1500 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Identification of specific outcome/content and outline of teaching approach 10 a, b 1.2
Description of TWO teaching strategies 20 c, e 1.3
Description of THREE teaching resources, including ICT 30 c, e .6
Justification of the selected strategies and resources supported by relevant scholarly literature 30 f .2
Writes professionally and academically, showing accuracy and cohesion of text 10 g 6.2
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.

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6- science/biology-2017

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6- science/chemistry-2017

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6- science/earth-and-environmental-science-2017

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6- science/investigating-science-2017

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6- science/physics-2017

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6- science/science-extension-syllabus

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.

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

Baird, J, Pigdon, K, & Woolley, M. (2000). QUILT Version 3 [computer file]. Melbourne: University of Melbourne.

Black, P. J., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: assessment for learning in the classroom. London: NFER-Nelson.

Corrigan, D., Gunstone, R. & Jones, A. (Eds.) (2013). Valuing assessment in science education: Pedagogy, curriculum, policy. Dordrecht: Springer.

Cothron, J. H., Giese, R. N. & Rezba, R J. (2000). Students and research: practical strategies for science classrooms and competitions. Dubuque, Iowa: Kendall.

Dawson, V. & Venville, G. (Eds.) (2012). The Art of teaching science: For middle and secondary school. Sydney, Australia: Allen & Unwin.

Driver, R., Squires, A., Rushworth, P. & Wood-Robinson, V. (1994). Making Sense of Secondary Science: Research into children’s ideas. New York: Routledge.?Dumbleton, M. (1999). Addressing Literacy In Science : A Middle Years Resource. Carlton South: Curriculum Corporation, Carlton South.

Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. DETYA, Canberra.

Hand, B. & Prain, V. (1995). Teaching and Learning in Science. Sydney: Harcourt Brace.

Llewellyn, D. (2011). Differentiated science inquiry. Thousand Oaks, CA: Corwin Press.

Millar, M. Leach, A. & Osborne, J. (Eds.). (2000). Improving Science Education: The Contribution Of Research. Phildelphia: Open University Press.

Monk, M. & Osborne, J. (Eds.) (2000). Good Practice In Science Teaching: What Research Has To Say, Buckingham: Open University Press.

Mortimer, E. F., & El-Hani, C. N. (Eds.) (2014). Conceptual profiles: A theory of teaching and learning scientific concepts. Dordrecht: Springer.

National Research Council (NRC). (2013). Developing Assessments for the Next Generation Science Standards. National Academies Press: http://www.nap.edu/openbook.php?record_id=18409

Ng, W. (2012). Empowering scientific literacy through digital literacy and multiliteracies. New York: Nova Science Publishers.

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

Osborne, R. & Freyberg, P. (1985). Learning in Science: The implications of children's science. Auckland: Heinemann.

Project for Enhancing Effective Learning (PEEL) (n.d.): http://www.peelweb.org

Reiss, M. (2000). Understanding Science Lessons: A Longitudinal Study Philadelphia: Open University Press.

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

Roth, W. (1995). Authentic Science: Knowing and Learning in Open-Inquiry Science Laboratories. Dordrecht: Kluwer.

Trowbridge, l. W. & Bybee, R. W. (1996). Teaching secondary school science: strategies for developing scientific literacy. Englewood Cliffs, NJ: Merrill.

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/

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.

White, R. & Gunstone, R. (1992). Probing Understanding. London: Falmer Press.

Other resources

Please bring laptops / tablets with wireless access if you have them