028263 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): C10350 Bachelor of Arts Bachelor of Education
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013419 Science Teaching Methods 1 AND C10209 Bachelor of Educational Studies

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 (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.

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)
Employ contemporary technologies effectively for diverse purposes (GTS 2, 4) (1.5)
Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)

Contribution to the development of graduate attributes

C10350 Bachelor of Arts Bachelor of Education

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)
1.5 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)

6. Effective Communication

6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)

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 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	1.1
Clarity of practical procedure undertaken	20	b	1.2
Relevance of described observations	20	c	1.2
Effectiveness of explanation of underlying concepts	20	c	1.1
Accuracy and cohesion of written text	20	g	6.1

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	1.1
Relevance of teaching and learning strategies	20	e	1.2
Effectiveness of student engagement and learning	20	e	1.2
Accuracy and cohesion of written text and oral presentation	20	d, g	6.1

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	1.1
Description of TWO teaching strategies	20	c, e	1.2
Description of THREE teaching resources, including ICT	30	c, e	1.5
Justification of the selected strategies and resources supported by relevant scholarly literature	30	f	2.1
Writes professionally and academically, showing accuracy and cohesion of text	10	g	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

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.

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.