028412 Science and Technology Study 2: Science and Technology in Daily Life

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:

Undergraduate

Result type: Grade, no marks

Description

This subject is designed to provide students with a sound knowledge base from which to draw, as well as a working understanding of the processes and skills of science and technology. It looks specifically at the workings of everyday items and processes, and emphasises Australian scientific endeavour. The emphases in this subject include broadening and extending understanding in science and technology through an integrated approach which removes disciplinary boundaries in addition to investigating how science and technology are explored and applied in the primary school classroom.

Subject learning objectives (SLOs)

a.	describe and explain the relationships between science and technology and the contribution they make to daily life;
b.	apply skills necessary for selecting and using a wide range of tools, equipment and materials to investigate and understand science and technology in daily life;
c.	explain and apply a range of key concepts and principles in science and technology;
d.	recognise the significant contribution of Australian scientists to the technologies we use every day;
e.	identify and evaluate appropriate science and technology skills and knowledge for the primary classroom.

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)
Act as a developer of learning with colleagues and possess collaborative skills (GTS 7) (1.4)
Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
Engage effectively with work-related communities (GTS 3, 7) (5.2)
Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Teaching and learning strategies

The subject will be presented in weekly workshops. You will learn through a range of evidence-informed teaching and learning strategies.

Activities and demonstrations will clearly show the steps required to teach science knowledge and skills to primary students. Explicit teaching will be utilised to demonstrate specific skills and knowledge required for teaching Science and Technology. Important topics will be readdressed through the subject to provide you with multiple opportunities to practice and embed new knowledge and skills. During your learning journey you will show your knowledge through presentations, multi-modal representations, questioning and assessment task responses.

Learning will take place individually and collaboratively in small groups. Collaborative learning will develop your skills in negotiating roles and outcomes and provide a model for team teaching.

Through active participation in class, you will develop scientific argumentation skills and understand the key aspects of the nature of science that are important for all primary students to understand. You will be encouraged to reflect on your own learning experiences to understand your own metacognitive processes and how these may vary from those of your future students and what this means for your teaching and learning.

Feedback will be provided during the semester from your lecturer and peers so that you understand your transition through the learning process to achieve your learning goals. This feedback will be as formative assessment in class and as detailed feedback provided on summative assessment tasks. This feedback will allow you to identify areas of your own professional learning that require further study and you will be provided with support to help you meet subject learning outcomes.

Content (topics)

Students will learn:

the integral part that science and technology play in our everyday lives
the workings and scientific principles behind a variety of everyday technology items and/or scientific phenomena
the development and applications of technological processes
the contribution of Australian scientists to our lives
how to apply their learning into the primary classroom

Assessment

Assessment task 1: Report

Objective(s):

a, b, c, d and e

Groupwork:

Individual

Weight:

30%

Length:

1,200 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Depth of knowledge of a science and/or technology topic	20	a, b	1.1
Accuracy and relevance of scholarly research relating to an Australian Scientist or Technologist	20	c, d	2.1
Accuracy and coherence of the rationale for a classroom lesson based on the research topic linked to the NSW Science and Technology K�6 Syllabus	40	a, b, c, e	1.2
Coherence, relevance and accuracy of written academic report based on set readings	20	c	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Plan for teaching and learning

Objective(s):

a, b, c and e

Weight:

30%

Length:

5-10 minute video and submission of a 3-page Workshop Plan.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Depth of knowledge and accuracy of key concepts	20	b	6.1
Coherence, clarity and accuracy of aims apparent in workshop design and function	20	b	5.2
Depth of knowledge and clarity of relevant themes	20	a, b, c	6.1
Relevance and alignment of selected activities reflecting the aims of the workshop	20	c, e	1.2
Alignment of collaborative strategies/team work with the aims of the workshop	20	b	1.4

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Reflective evaluation

Objective(s):

a, b, c and e

Weight:

40%

Length:

1,200 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Depth of knowledge and accuracy of key concepts	20	c, e	1.1
Clear and precise in the explanation of the aims, design and function of the workshop	25	c	6.2
Depth of knowledge, clarity and accuracy in the analysis and evaluation of the workshop activity	30	a	2.1
Clarity of description of key learning experiences gained from conducting the workshop	25	a, b, c	1.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Participation in the class-based component of this subject is compulsory because learning in this subject is based on a collaborative approach which involves essential workshopping and interchange of ideas with other students and the tutor. Students who fail to participate in at least 8 out of the 9 classes may be refused permission to have their final assessment item assessed (see Rule 3.8). An attendance roll will be taken at each class. It is your responsibility to ensure your name is recorded on the roll.

Required texts

Set readings are available through Canvas.

Recommended texts

A particularly useful book that would be valuable in your professional library for primary science teaching is:

Skamp, K., & Preston, C. (2019). Teaching primary science constructively (6th edition.). Cengage Australia.

This text is available online at the UTS Library at this LINK. You will need to login to the library to access it.

References

Albion, P., Campbell, C., & Jobling, W. (2018). Technologies education for the primary years. Cengage Learning Australia.

Aubusson, P., Schuck, S., Ng, W., Burke, P., Pressick-Kilborn, K., & Palmer, T. (2015). Quality learning and teaching in primary science and technology. Sydney: Association of Independent Schools NSW. Available HERE

Dawson, V., & Venville, G. (2007). The art of teaching primary science. Allen & Unwin.

Devereux, J. (2007). Science for primary and early years: Developing subject knowledge (2nd ed.). Sage.

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

Fleer, M. (2015). Science for children. Melbourne: Cambridge University Press.

Fraser, B.J., Tobin, K., & McRobbie, C.J. (Eds.) (2012). Second International Handbook of Science Education. Springer.

Prinsley, R., & Johnston, E. (2015). Transforming STEM teaching in Australian primary schools: everybody’s business. Australian Government, Office of the Chief Scientist.

Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International journal of science education, 28(2-3), 235-260.

Tytler, R. (2007). Re-Imagining Science Education: Engaging Students in Science for Australia's Future. Australian Education Review 51. Australian Council for Educational Research.

Other resources

Useful journals that can be accessed through the UTS library include:

Journal of Research in Science Teaching

Science Education

Teaching Science

Research in Science Education

International Journal of Science Education?