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The unit will explore the theoretical basis considered best practice in science teaching and aims to develop pedagogical content knowledge required for planning and delivering authentic science learning experiences for early childhood and primary education students. The unit is presented in two modules. Module one allows students the opportunity to investigate the Australian Curriculum: Science and the Early Years Learning Framework as determined by specialisation requirements. In addition, module one allows students to identify and explore useful teacher and student resources as they develop pedagogical content knowledge and required curriculum content. Module two examines science specific pedagogy and the application of teaching strategies to plan for and deliver a science inquiry based lesson to an individual or small group. A focus will be on theoretical approaches to science teaching, lesson planning and the collection of evidence of student learning. Both modules offer students the opportunity to reflect on their conceptual development.

The content will be studied through interactive learning processes including discussion, experimentation, skill development and collaboration both in the face-to-face and online formats. The practical and reflective nature of this unit has, based upon previous student feedback, provided students with a deeper understanding of interpreting the Australian Curriculum Science and the Early Years Learning Framework. It has allowed students to gain confidence in teaching science in the classroom both in their Professional Experience school placements and as they enter the classroom as beginning teachers.

Summary 2021

Unit name Introduction to Primary Science Education
Unit code EPR150
Credit points 12.5
Faculty/School College of Arts, Law and Education
Faculty of Education
Discipline Education
Available as student elective? No
Breadth Unit? No



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About Census Dates

Learning Outcomes

  1. Identify and utilise scientific concepts and pedagogies appropriate for primary and early childhood teaching.
  2. Incorporate science PCK through the ability to plan, deliver and reflect on an inquiry based lesson that aligns with the Australian Curriculum and/or EYLF.
  3. Extend and develop student thinking and conceptual understanding while recognising and addressing students alternative conceptions.
  4. Identify ethical, safety and student management issues when selecting, demonstrating and/or conducting science based activities.
  5. Reflect and communicate in a scholarly manner.




Task 1: Short response quiz on effective science teaching pedagogy (7.5%)

Task 2: Investigating the science curriculum and student conceptions (40%)

Task 3: Plan, conduct and reflect on a science inquiry based lesson, 2200 words (45%)

Task 4: Reflection, 300 words (7.5%)

TimetableView the lecture timetable | View the full unit timetable



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