University of Technology Sydney

013421 Science Teaching Methods 3

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:

Postgraduate

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): 013067 Science Teaching Methods 3 AND 028265 Science Teaching Methods 3

Description

This subject develops pre-service teacher knowledge and understanding of the nature of assessment and reporting, and the relationship to learning. In this subject, students analyse and evaluate different purposes and approaches to assessment and underlying principles. Pre-service teachers develop an understanding of the key role of assessment in syllabus and performance standards to ensure quality learning experiences and achievement. Pre-service teachers develop an understanding of how teaching, learning, assessment, feedback and reporting can be aligned and integrated in practice, including summative and formative assessment; the nature and role of syllabus outcomes in the planning of integrated teaching; and learning and assessment programs. Students develop a philosophy of teaching science, taking account of current syllabuses and policies, and demonstrate understanding of the professional insights and demands of the practising science teacher.

Subject learning objectives (SLOs)

a. Identify, analyse and evaluate a range of approaches to assessing student learning (GTS 5.1.1);
b. Construct and apply effective assessment strategies to assess student learning (GTS 2.3.1; 5.1.2; 5.3.1; 5.4.1);
c. Analyse and evaluate curriculum and resources for inclusion in effective teaching programs (GTS 2.2.1;2.3.1);
d. Identify and apply effective methods of feedback to students about learning (GTS 5.2.1);
e. Design, organise and evaluate methods and materials for science teaching including lessons, sequences and units (GTS 2.2.1; 2.3.1)
f. Clear and precise language use (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 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

1. Professional readiness

1.1 Know students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners.

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.

6. Effective communication

6.1 Assess, provide feedback and report on student learning.

Teaching and learning strategies

The teaching/learning strategies employed in this subject will include lecturer input, structured discussion, workshop activities, individual research, lesson presentation by students, evaluation by students of presentations, development of assessment strategies with revision of this in light of practicum experiences, and assignments which critically examine and apply current thinking in teaching and learning in science. Students will undertake individual inquiry and engage in discussion to develop and clarify competing frameworks for science education. 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 third of the four Science Teaching Methods subjects. In this subject, students synthesise their prior learning about each of the following aspects of teaching:

  • The principles underpinning the NSW curriculum; the NSW Science syllabuses and their relationship to the Australian curriculum;
  • Developing familiarity with, and knowledge of, the science syllabuses;
  • Key terms in assessment;
  • Investigate ways to interpret student assessment data to evaluate student learning and modify teaching practice;
  • Assessment ‘for’, ‘of’ and ‘as’ learning;
  • Standards referencing, norm referencing etc;
  • The teaching and assessment cycle;
  • Informal and formal assessments;
  • Diagnostic, formative and summative assessments;
  • How to assess syllabus outcomes;
  • Assessment/adjustments for a range of students (eg. special needs; EAL/D);
  • Reliability and validity in assessment;
  • Meaningful and useful feedback to students;
  • Using authentic work samples.

Assessment

Assessment task 1: Developing Assessment Tasks for Stage 6 Science

Objective(s):

a, b, c and d

Weight: 50%
Length:

1500 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Appropriate resources selection for the course 25 b 1.1
Clarity of explanation for choice of resources 25 a, c 1.3
Appropriateness of assessment task/strategies: informal and formal, diagnostic, formative and summative approaches 25 a, b, c 6.1
Clarity of explanation regarding appropriate and timely feedback to students 25 d 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Assessing student writing samples

Objective(s):

a, b, d and e

Weight: 50%
Length:

1500 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Clear and appropriate guidelines and criteria 20 a, b 1.2
Accurate assessment of samples 20 b 6.1
Clear and concise summative comments 20 b, e 2.1
Evidence of sound knowledge of evaluating assessments to potentially modify teaching practice 20 b 1.3
Clear, accurate and concise justification 20 b, d 6.1
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

Indicative References

Adie, L. (2017). ‘Working in a system of standards-referenced assessment: Traversing the intersections’ In Ed. Heather Fehring, Assessment into Practice. Understanding assessment practice to improve students’ literacy learning, PETAA: Newtown.

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.

Biddulph, F. & Osborne, R. (1984). Making sense of our world: an interactive teaching approach. Hamilton: Science Education Research Unit, University of Waikato.

Brady, L. & Kennedy, K. (2012). ‘Contexts for Assessment and Reporting’. Assessment and Reporting. Celebrating Student Achievement. Pearson: Frenchs Forest.

Brady, L. & Kennedy, K. (2012). ‘Principles of Assessment for Learning’ and ‘Assessment and Teaching – Providing Feedback to Enhance Learning’. Assessment and Reporting. Celebrating Student Achievement. Pearson: Frenchs Forest.

Campbell, R. (2017). ‘Assessing writing for effective teachiing’. In Ed. Heather Fehring, Assessment into Practice. Understanding assessment practice to improve students’ literacy learning, PETAA: Newtown.

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 and Unwin

Dufficy, P. (2005). Designing Learning for Diverse Classrooms. Ch. 3 ‘Guiding principles for designing learning’, PETAA: Newtown.

Fraser, B. J., Tobin, K. & McRobbie , C. (Eds.). (2011). Second international handbook of science education. Dordrecht: Springer.

Heather Fehring (Ed.). Assessment into Practice. Understanding assessment practice to improve students’ literacy learning, PETAA: Newtown.

Klenowski, V. & Wyatt-Smith, C. (2014). Assessment for Education: Standards, Judgement and Moderation, Sage: London. Ch. 2.

Klenowski, V. & Wyatt-Smith, C. (2014). Assessment for Education: Standards, Judgement and Moderation, Sage: London. Ch. 6.

Lambert, P. (2017). ‘Assessment into practice: Inside and outside Australia’ In Ed. Heather Fehring, Assessment into Practice. Understanding assessment practice to improve students’ literacy learning, PETAA: Newtown.

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

Masters, G.N. (2017). ‘Is there another way to think about schooling?’ In Ed. Heather Fehring, Assessment into Practice. Understanding assessment practice to improve students’ literacy learning, PETAA: Newtown

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

Murray, S. & Mitchell, J. (2017). ‘Mark my words: Improving students’ writing through directed feedback’ In Ed. Heather Fehring, Assessment into Practice. Understanding assessment practice to improve students’ literacy learning, PETAA: Newtown.

Ng, W. (2012). Empowering Science Literacy through Digital Literacy and Multiliteracies. New York: Nova Science Publishers.

Gott, R. & Duggan, S. (1995). Investigative work in the science curriculum. Buckingham: Open University Press.
Heywood, D &,Parker, J. (2010). The pedagogy of physical science. Dordrecht: Springer.
Rhoton, J. & Shane, P. (2006). Teaching science in the twenty-first century. Arlington: NASTA

Millar, M. Leach, A. & Osborne, J. (Eds.). (2000). Improving science education: The contribution of research.

Perrone, E. (1991). ‘On Standardised Testing’, Childhood Education, Vol. 67, pp. 132-142. Phildelphia: Open University Press.

Monk, M. & Osborne, J. (Eds.). (2000). Good practice in science teaching: What research has to say.

Buckingham: Open University Press.

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

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.

Rossbridge, J. (2017). ‘Focusing on assessment and the teaching and learning cycle through whole school professional learning’ In Ed. Heather Fehring, Assessment into Practice. Understanding assessment practice to improve students’ literacy learning, PETAA: Newtown.

Rowntree, D. (2015). Assessing Students: How Shall We Know Them? Routledge: New York.

Westwood, P. (2016). What Teachers Need to Know About Differentiated Instruction. ACRE Press: Camberwell.

Sadler, T. D. (Ed.). (2011). Socio-scientific issues in the classroom. Dordrecht: Springer.

Roth, W. (1995). Authentic science: knowing and learning in open-inquiry science laboratories. Dordrecht: Kluwer.

Venville, G., & Dawson, V. (Eds.). (2004). The art of teaching science. Sydney: Allen and Unwin. Wellington, J. (2000). Teaching and learning secondary science. London: Routledge.
William, D. (2010). ‘Standardized Testing and School Accountability’, Educational Psychologist, 30:2.