University of Technology Sydney

028243 Science and Technology Education 2

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): 028242 Science and Technology Education 1 AND ( 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): 012214 Learning in Science and Technology 2

Description

This subject builds on 028242 Science and Technology Education 1 and continues to assist student development as a lifelong learner. It guides students in undertaking independent and collaborative inquiry, leading to the creation of new ideas and a critical understanding of established knowledge. Students are supported as they take increased responsibility for their own learning about science and technology concepts, and about pedagogies and approaches to teaching and learning with primary aged students and with programming in this key learning area. In requiring students to use a variety of sources (including the internet) for accessing, analysing and evaluating information, this subject contributes to the development of literacy in science and technology and information technologies. Further, it helps students to become informed, ethical and committed primary school teachers and/or scholars and researchers in this field.

Subject learning objectives (SLOs)

a. Develop skills in planning and preparing full learning units on science and technology topics
b. Develop personal understandings of, and professional skills in applying, science and technology concepts and processes
c. Gain insights into a wide range of teaching and learning approaches and strategies
d. Widen appreciation and critical selection of resources for teaching and learning science and technology
e. Recognise the socially mediated, but independent nature of learning
f. Increase awareness of possibilities for meaningful integration of Science and Technology with other KLAs
g. Demonstrate knowledge and understanding of specific teaching strategies for Aboriginal and Torres Strait Islander students
h. Communicates professionally and academically, showing accuracy and cohesion of text

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.

  • 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)
  • Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6) (1.3)
  • 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)
  • Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
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)
1.3 Make judgements about their own learning and identify and organize their continuing professional development (GTS 3, 6)

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 (GTS3)

6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)

Teaching and learning strategies

The subject will be presented through weekly three-hour interactive workshops. The teaching and learning strategies employed in this subject will include lecturer input, practical tasks, structured discussions, and computer-based and on-line activities. Student experiences will include discussions, presentations, collaborative small group work in class and onsite with school children, individual research and engagement in assignments which critically examine and apply current literature to experiences, and familiarity with the current science and technology syllabus. Student learning will also be supported by UTS Online which allows students to access subject information electronically as well as participate in online activities. Students will receive ongoing formative feedback in their workshops from their lecturer and peers throughout the teaching session, including early feedback prior to census date.

Learning Experiences

Students will typically experience the learning in this subject through the following processes: a combination of short presentations, group discussions, observations of workplace practices; practical experiences; group presentations; resource investigation and discussions, library use and access subject information electronically.

Formative feedback

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 subsequent Tasks 2 and 3.

Content (topics)

Knowledge of the central concepts, modes of inquiry and structure of the Science and Technology Key Learning Area including:

  • developing scientific understandings of the relevant content areas

Exposure to and knowledge about Science and Technology pedagogy, including:

  • a variety of learning processes
  • diversification of the curriculum via identification of appropriate concepts for learning by primary children at different Stage levels.
  • assessment in Science and Technology,
  • learning processes and learning environments
  • purposes of teaching
  • concepts, processes, skills and attitudes that are appropriate to that content area for a particular Stage.
  • relationships between different lesson strategies

Exposure to, design of and experience in implementation of Science and Technology units, including selection of appropriate equipment and resources in lesson planning

Assessment

Assessment task 1: Theoretical Framework for Teaching and Learning in Science and Technology

Objective(s):

a, b, c and h

Weight: 20%
Length:

Written assignment 600 words (excluding references and appendices)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Identification of the specific curriculum content area being addressed and theoretical framework 10 a 1.2
Integration and accuracy of implementation of the key components of the chosen framework 30 b 2.1
Coherence and effectiveness of teaching and learning strategies 40 c 1.2
Accuracy and cohesion of written text 20 h 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Lesson Planning and Presentation

Objective(s):

b, c and h

Weight: 30%
Length:

Lesson plan (1000 words) and class presentation (15 minutes)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Coherence of the lesson plan 20 b 1.2
Relevance of teaching and learning strategies 40 c 1.3
Accuracy and cohesion of written text and oral presentation 40 h 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Lesson Sequencing for a Primary Science and Technology Unit of Work

Objective(s):

a, c, d, e, f, g and h

Weight: 50%
Length:

Written assignment 1500 words (lesson plans contribute approx. 500 words)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Accuracy of the explanation of concepts, substance and structure of the content and teaching strategies 20 a, c 1.2
Coherence of content into an effective learning and teaching sequence 20 c 1.2
Effectiveness of lesson sequences using knowledge of student learning, content and effective teaching strategies 20 e, f 1.3
Relevance of a range of resources, including ICT, that engage students in their learning; assessment strategy 20 d, g 1.3
Justification of the learning sequence with reference to relevant scholarly literature 20 a, h 2.2
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.

Required texts

NESA Science and Technology K-6 Syllabus:
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus

Australian Curriculum, Assessment and Reporting Authority (nd). Foundation to Year 10 Curriculum: Science. Sydney: ACARA. https://www.australiancurriculum.edu.au/f-10-curriculum/science/

Primary Connections units and associated information can be accessed at http://primaryconnections.org.au/

Recommended texts

Skamp, K. & Preston, C. (Eds.) (2018). Teaching Primary Science Constructively (6th ed.). Melbourne: Cengage.

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

References

Abruscato, J. & DeRosa, D. (2010). Teaching Children Science: A Discovery Approach (7th ed.). Sydney: Allyn & Bacon.

Aubusson, P., Schuck, S., Ng, W., Burke, P., & Pressick-Kilborn, K. (2015). Quality learning and teaching in primary science and technology literature review (2nd ed.). Sydney: AIS NSW (on UTS Online).

Aubusson, P., Schuck, S., Ng, W., Burke, P., Pressick-Kilborn, K., & Palmer, T.A. (2016). Case study report: Quality learning and teaching in primary science and technology. (on UTSOnline)

Burke, P., Aubusson, P., Schuck, S., Palmer, T.A., Pressick-Kilborn, K., & Ng, W. (2016). Barriers to the effective teaching of primary science and technology: Report on best-worst scaling (BWS) (on UTSOnline)
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. (2007). The Art of Teaching Primary Science. Crows Nest: Allen & Unwin.

Fitzgerald, A. (Ed.) (2013). Learning and Teaching Primary Science. New York: Cambridge University Press.

Harlen, W. & Qualter, A. (2014). The Teaching of Science in Primary Schools (6th ed.). London: Routledge.

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.

Hoban, G., Nielson, W. & Shepherd, A. (Eds.)(2016). Student-generated Digital Media in Science Education: Learning, Explaining and Communicating Content. London: Routledge.

Martin, J. (2012). Elementary Science Methods: A constructivist Approach (6th ed.). Belmont, CA: Cengage.

McCrory, A. & Worthington, K. (2018). Mastering Primary Science. Sydney: Bloomsbury.

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). Hershey, Pennsylvania: IGI Global.

Skamp, K. (Ed.) (2012). Teaching Primary Science Constructively (4th ed.). Melbourne: Cengage.

Tytler, R. (2007). Re-imagining Science Education: Engaging students in science for Australia’s future. Melbourne: ACER Press.

Venville, G., & Dawson, V. (Eds.). (2004). The Art of teaching science. Sydney, Australia: Allen & Unwin.