028264 Science Teaching Methods 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

Subject level:

Postgraduate

Result type: Grade, no marks

Requisite(s): (028263 Science Teaching Methods 1 AND (48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 48 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 48 credit points of completed study in spk(s): C10444 Bachelor of Education Bachelor of Languages and Cultures))
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013420 Science Teaching Methods 2 AND C10209 Bachelor of Educational Studies

Description

Teacher-education students gain skills and knowledge required to be an effective secondary science teacher and create an engaging program for learning. The subject informs supervised teaching placements in the professional experience subjects. There is an emphasis on professional commitment, current developments in science teaching and learning, and reflection on teaching practice. Topics include teaching to mixed-achievement classes; selecting digital resources and tools to enhance student learning; organising and evaluating methods and materials for learning; discipline-specific assessment and reporting; and theoretical teaching frameworks. Teacher-education students acquire in-depth knowledge of the national curriculum in selected NSW science syllabuses.

Subject learning objectives (SLOs)

a.	Identify and interpret the objectives, outcomes, content and assessment requirements of the science syllabuses (GTS 2.1.1)
b.	Explore and analyse a range of approaches for the teaching of science for a wide range of students (GTS 1.1.1, 2.1.1, 3.2.1)
c.	Create learning sequences based on educational research for a diverse range of students, using a wide range of resources, including digital technology (GTS 2.2.1, 2.3.1)
d.	Critique and evaluate teaching/learning programs, key theories and models relevant to subject Science (GTS 2.1.1; 3.6.1)
e.	Identify and evaluate a range of assessment types and design appropriate assessment tasks for a diverse range of students (GTS 5.1.1, 5.2.1)
f.	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)
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)
Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

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
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments
1.3 Make judgements about their own learning and identify and organise their continuing professional development

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry

6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies
6.2 Exhibit high-level numeracy and literacies

Teaching and learning strategies

Teacher-education students critically examine and apply current thinking and practices in science education. They work in teams and individually to analyse curriculum and syllabuses to plan and teach lessons. The teaching and learning strategies employed in this subject include lecture input, structured discussions, collaborative small group work and workshops, individual research and activities in an online environment. Teacher-education students undertake individual inquiry to understand the framework and elements of selected senior curriculums. Teacher-education students trial, select and design a variety of teaching and learning activities exemplifying student-centred and inquiry teaching approaches. They develop knowledge and skills to write effective learning sequences for units of work. As part of a learning continuum, teacher-education students acquire knowledge through presentations, multi-modal representations, questioning and assessments. Learning sequences are evaluated to improve school-student learning. In this subject, teacher-education students also engage with lesson planning, organising content into an effective teaching and learning sequence and implementing strategies to evaluate learning sequences to improve school-student learning.

Formative feedback

Students receive ongoing formative feedback throughout the session. They receive written feedback on an informal task conducted in Week 2 before submitting Task 1 in Week 5.

Content (topics)

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

Roles and responsibilities of the Science teacher;
Quality Teaching Framework;
AITSL Standards;
NSW Science K-10 and Stage 6 Syllabuses: aims, objectives, stage statements, outcomes, content, requirements, assessment emphases, courses;
Australian Curriculum in Science: emphases, relationship to the NSW curriculum;
Identifying, selecting and using a range of resources in the secondary classroom;
Focus on the learners; strategies for differentiating teaching and meeting diverse learner needs; and assessment principles and strategies;
Developing effective questions for the Science classroom;
Critical literacy and numeracy in the Science classroom;
Teaching oral skills in the secondary classroom: key elements and considerations.
Key programming documents: scope and sequence, lesson plans, key aspects of a unit of work;
Investigating strategies that can be used to evaluate teaching programs to improve student learning;
Investigating the purpose of providing timely and appropriate feedback to students about their learning;
Exploring ways to organise content into an effective learning and teaching sequence.

Assessment

Assessment task 1: Evaluation of a lesson taught during professional experience

Objective(s):

a, b, d and f

Weight:

20%

Length:

600 words.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Coherence of the lesson plan	30	a, b	1.2
Strength of evaluation of the teacher-centred activities	30	d	1.3
Strength of evaluation of the student-centred activities	30	d	1.3
Accuracy and cohesion of written text	10	f	6.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Lesson planning and presentation

Objective(s):

a, b, c and f

Weight:

30%

Length:

Group Presentation (duration 20 minutes)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Coherence of the lesson plan	20	a, b	1.2
Accuracy of explanation of concepts	20	a	1.1
Relevance of teaching and learning strategies	20	b	1.2
Effectiveness of student engagement and learning	20	c	2.1
Accuracy and cohesion of oral presentation	20	f	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Designing a learning sequence (teaching program)

Objective(s):

a, b, c, d, e and f

Weight:

50%

Length:

1500 words (excluding reference list and appendices)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Accuracy of the concepts, substance and structure of the content and teaching strategies	20	a	1.2
Coherence of planned lesson sequences in relation to content, student learning and effective teaching strategies	20	b, c	1.3
Relevance and effectiveness of an assessment task employed and strength of evaluation of the task	20	e	1.2
Depth and comprehensiveness of strategies employed to evaluate the teaching program to improve student learning	20	d	2.1
Justification of the learning sequence with reference to relevant scholarly literature	20	f	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.

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

Driver, R., Squires, A., Rushworth, P. & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children’s ideas. New York: Routledge.

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

Goodrum, D. & Rennie, L. (2007). Australian school science education: National action plan 2008–2012, Volume 1, the national action plan. Canberra: Department of Education, Training and Youth Affairs.

Keely, P. (2008). Science formative assessment. Arlington: National Science Teachers Association..

Kelly, P. Eberle, F. & Tugel, J. (2007). Uncovering student ideas in science (Vol 1 & 2). Arlington: National Science Teachers Association.

McMahon, M. (2007). Assessment in science: practical experiences and education research. Arlington: NASTA.

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

Ross, K, Lakin, L. & Mckechnie. (2010). Teaching secondary science. Constructing meaning and developing understanding. London: Routledge.

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.

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.