Minimum enrolment number of 12 applies to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the on-line offering and advised of this change before semester commences.
Introduction
This unit serves as an introduction to the theory, methods and practice of teaching science in the first four years of secondary schools (years 7-10) and the senior secondary school/college (years 11-12). Particular emphasis is given to the consideration of contemporary issues impacting on the teaching of science and to the different approaches used in science teaching that address these issues. The importance of developing scientific literacy in all secondary school students underpins this unit. Relevant curriculum documents are introduced and used to prepare students for planning and assessment requirements of secondary teaching. Formative assessment of school students (or children) is modelled and will be evaluated. Students will learn to appreciate the safety considerations and the role of good organisation in handling practical work in the laboratory and on field trips. As well, the development of information, communications and technological skills that enhance the learning of science will be identified and practiced. Students are expected to understand and perform inclusive teaching techniques that foster a student-centred, guided inquiry-based approach to science learning.
Summary
| Unit name | Introduction to Secondary Science Education |
| Unit code | EMT530 |
| Credit points | 12.5 |
| College/School | Arts and Society Faculty of Education |
| Discipline | Education |
| Coordinator | Doctor Donna Satterthwait |
| Delivered By | University of Tasmania |
| Level | Postgraduate |
Sustainable Development Goals
The Unit Coordinator has identified that this unit aligns with the following UN Sustainable Development Goals. We welcome your thoughts and feedback on the alignment of the unit with these goals.
Availability
Specific information on 2027 unit availability will be available in August
Learning Outcomes
- select science content knowledge and skills appropriate for the secondary classroom.
- design authentic learning experiences in science, considering the literature about 'best practice’ science pedagogy and peer teaching in workshops/online
- demonstrate skills and confidence in the teaching of science through experiences of small group instruction and peer teaching in workshops/online.
- incorporate appropriate inquiry and thinking/questioning skills into science lesson plans and enactments.
- reflect critically on science pedagogy described in the literature, observed in science classrooms and in own practice.
- use information technology and appropriate safety procedures to support the learning of science in the classroom
Fee Information
2027 fee information will be available in August.
Requisites
Concurrent Prerequisites
EMT502Teaching
| Teaching Pattern | On campus: Weekly on campus workshop (3 hours) Online: Weekly online workshop (3 hours) |
|---|---|
| Assessment | Quiz on Science Talks and Lab Safety (10%)|Evaluation Report on Practice (30%)|Lesson Plan and Notes (30%)|Presentation of a Video Demonstration (30%) |
| Timetable | View the lecture timetable | View the full unit timetable |
Textbooks
| Required |
You will need the following text: Gregson, R. & Doidge, N. (2018) Connecting with Science Education 2nd ed. South Melbourne, Vic: Oxford University Press. |
|---|---|
| Recommended | Bishop, K. & Denley, P. (2007). Learning science teaching: Developing a professional knowledge base. Berkshire, England: Open University Press. Pugh, K. (2020). Transformative science eucation. Teachers College Press: New York, N.Y. Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future. Camberwell, VIC: ACER. |
The University reserves the right to amend or remove courses and unit availabilities, as appropriate.