Introduction to Secondary Science Education unit (EMT530)

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

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

Field of Education	Commencing Student Contribution 1,3	Grandfathered Student Contribution 1,3	Approved Pathway Course Student Contribution 2,3	Domestic Full Fee 4
			not applicable

¹ Please refer to more information on student contribution amounts.
² Please refer to more information on eligibility and Approved Pathway courses.
³ Please refer to more information on eligibility for HECS-HELP.
⁴ Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UniConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Requisites

Concurrent Prerequisites

EMT502

Teaching

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.  Gallagher, J. J. (2007). Teaching science for understanding: A practical guide for middle and high school teachers. Upper Saddle River, NJ: Pearson.  Harlen, W. (2000). Teaching, learning & assessing science 5-12. London: Paul Chapman.  Jorgenson, O., Cleveland, J. & Vanosdall, R. (2014). Doing good science in middle school: A practical guide to inquiry-based instruction. Arlington, Virginia: NSTA Press  Konicek-Moran, R. & Keeley, P. (2015). Teaching for conceptual understanding in science. Arlington, Virginia: NSTA Press Ornek, F. & Saleh, I.M. (Ed.). (2012). Contemporary Science Teaching Approaches: Promoting conceptual understanding in science. Charlotte, N.C.: Information Age Publishing, Inc.  Parkinson, J. (2002). Reflective teaching of science 11-18. London: Continuum. 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.

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