Overview
Biological and Earth and Space Sciences develops understanding of both the content and pedagogy required to teach Science in Primary and Early Childhood classrooms. Students are introduced to concepts around how children learn Science; the importance of Science education in an Australian and international context; and current views around effective pedagogical practice linked to research. The focus on pedagogy will be linked to two content areas from the Australian Curriculum: Biological sciences and Earth and Space sciences.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback and teaching staff self-evaluation
Positive Comments on Course Delivery
Continue with the format of the unit. In particular the dual weekly lecture delivery model - content lecture followed by student-centred Q & A collaborative session later in the week.
Feedback from Student feedback
Positive Comments of Assessment Tools
Maintain the current assessment regime but modify criterion descriptors for AT1 to differentiate assessment thresholds of performance for Credit, Distinction and HD levels of performance. Embed a written submission for the Pecha Cucha (AT1) in case of technology failure. Explicitly teach digital publishing skills to the ADSLT standards for Teacher Competency for AT task 1 and 2.
Feedback from Student feedback
Refine unit MOODLE navigation as per suggestions for improvement in student comments
Embed a navigation video at the entry point to the MOODLE.
Feedback from Student feedback
Positive feedback on cross-site teaching team
Host a per-commencement orientation session with site specific tutors to orient towards course expectations and outcomes. To develop a weekly tutorial descriptor for tutors to model minimum course requirements.
Feedback from Student feedback
Positive feedback on assessment turnover and feedback
Maintain use of a common student feedback pro-forma Maintain a 2 week turnaround requirement for tutors and markers in the course Continue to adopt a two=pronged approach to marking moderation processes.
- Evaluate examples of teaching practice in science to identify how connections are made to students’ prior knowledge or experience to promote learning and inform pedagogical practice.
- Access/evaluate and apply professional literature on contemporary science education to develop a rationale for learning design.
- Analyse and incorporate content that recognises the experience of Aboriginal and Torres Strait Islander students in the science classroom.
- Select teaching and learning strategies that promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Biological and Earth and Space sciences.
- Create learning resources in which learner engagement is transformed by the use of ICT for collaboration and inquiry.
This unit includes outcomes incorporating focus areas of the Australian Professional Standards for Teachers which must be demonstrated at Graduate Level for Professional Registration. Specifically, the outcomes focus on the following standards from the Professional Knowledge and Professional Practice domains:
Standard 1: Know students and how they learn;
Standard 2: Know the content and how to teach it;
Standard 3: Plan for and implement effective teaching and learning; and
Standard 4: Create and maintain safe and supportive learning environments.
Assessment develops discipline-specific knowledge from the Science learning area for demonstration of the following focus area descriptors: 1.1, 1.2, 1.4, 2.1, 2.2, 2.6, 3.3, 3.4 and 4.1. This knowledge will be built on and applied during work-integrated learning placements in educational settings throughout the course of study to support collection of evidence of meeting these standards at Graduate level.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Presentation - 50% | |||||
| 2 - Practical and Written Assessment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Presentation - 50% | ||||||||||
| 2 - Practical and Written Assessment - 50% | ||||||||||
Textbooks
Connecting with science education
Edition: 1st (2012)
Authors: Gregson, Robyn (ed)
Oxford University Press
Melbourne Melbourne , VIC , Australia
ISBN: 9780195575309
Binding: Hardcover
Teaching primary science: promoting enjoyment and developing understanding
Edition: 3rd edn (2017)
Authors: Loxley et. al.
Routledge
London London , UK
ISBN: 9781138651838
Binding: Paperback
Additional Textbook Information
Please note that both texts will be used again for EDCU13017 Chemical and Physical Sciences in Term 2, 2017.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
No referencing style set.
c.baskin@cqu.edu.au
Module/Topic
Theoretical Frameworks in Teaching Science - This topic introduces you to the Australian Curriculum which forms the backbone of the lessons you will teach in the classroom. The different pedagogies that can be employed and utilised in the science classroom are described and explored.
Chapter
Gregson et al (2012/2017) Chapters 1 and 2
Events and Submissions/Topic
Discussion Board contribution for week one
Module/Topic
Curriculum Design - The Anatomy of a Science Unit- This topic examines the importance of science in our world and the power of science even though scientific ideas change over time. Science should be taught in ways that recognise the limits of present understanding.
Chapter
Gregson et al (2012/2017) Chapter 2
Events and Submissions/Topic
Module/Topic
Learning and Teaching Scientifically - The Australian Curriculum: Science states that the three strands Science Understanding, Science Inquiry Skills and Science as a Human Endeavour are of equal importance. To understand what this means one needs to understand the nature of each strand and how these unable us to think scientifically.
Chapter
Gregson et al (2012/2017) Chapter 3
Events and Submissions/Topic
Module/Topic
Curriculum Priorities - Aboriginality, Engagement in Asia & Sustainability: This topic examines the Australian Curriculum which is designed to meet the needs of students by delivering a relevant, contemporary and engaging curriculum that builds on the educational goals of the Melbourne Declaration.
Chapter
Gregson et al (2012/2017) Chapters 3 and 4.
Events and Submissions/Topic
Module/Topic
Engaging Learners: Engagement is not simply being focused in class. Engagement is affected by emotional, behavioural and external factors. This topic outlines models of teaching that increase student engagement. The 5Es teaching model is about preparing lessons that are engaging for students and enhance their learning.
Chapter
Gregson et al (2012/2017) Chapters 5 and 6.
Events and Submissions/Topic
Discussion Board contribution
Module/Topic
Non-teaching week.
Chapter
Events and Submissions/Topic
Module/Topic
Working Scientifically: The future of science in schools is shaped by changing scientific practices, changing demands and expectations of students, and by bringing science learning into the real world of science in society.
Chapter
Gregson et al (2012/2017) Chapter 7. Students are also referred to the SCOOTLE Resource - How to Teach Science.
Events and Submissions/Topic
Module/Topic
STEM, STEAM & Digital Approaches to Learning: ICT, the internet, mobile and social computing are essential ingredients for infusing science education with authentic science in the world. The challenge for teachers is to capitalise on emerging technologies for purposeful learning.
Chapter
Gregson et al (2012/2017) Chapter 7.
Events and Submissions/Topic
Module/Topic
Biological Sciences - Overview: This week and next week focus on the content of the Biological Sciences strand of the Australian Curriculum.
Chapter
Loxley et al (2017): Chapters 12 and 13
Events and Submissions/Topic
Module/Topic
Biological Sciences - Investigations:
- Adaptations
- Evolution
- Plant Biology
Chapter
Loxley et al (2017) - Chapters 14 and 15.
Events and Submissions/Topic
Discussion Board Contribution
Module/Topic
Earth & Space Sciences: Overview- This week's focus on the content of the Earth and Space Sciences strand of the Australian Curriculum
Chapter
Loxley et al (2017): Chapter 11.
Events and Submissions/Topic
Module/Topic
Earth and Space Science: Investigations - This week we explore how to engage learners in classroom investigations around the theme of Earth and Space Sciences.
Chapter
Gregson et al (2012/2017) pps 290 -94
Loxley et al (2017) - directed excerpts from Chapters 13, 14 & 15.
Events and Submissions/Topic
Discussion Board Contribution
Module/Topic
Review and Consolidation: Course Plenary
Chapter
No set readings
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Presentation
Prepare and deliver a "Pecha Kucha 20 x 20" presentation on one of the 10 research topics provided in the assessment link. Topics focus on contemporary issues in Science education and research including how children learn Science, the structure of the curriculum, and so on.
You need to demonstrate your understanding of key concepts in the strands of either Biology or Earth and Space Science AND incorporate relevant research on the the 3 AC cross curriculum priorities and how these complement the development of Western scientific knowledge.
Assessment Criteria
- Knowledge and understanding of the content, concept development and teaching strategies of the Science curriculum.
- Demonstrated understanding of AC Curriculum Priorities - Aboriginal and Torres Strait Islander perspectives, Asia perspectives and Sustainability perspectives.
- Use of authoritative sources to justify and explain approaches to science teaching that promote learning and enjoyment.
- Identification and explanation of issues in contemporary science education and pedagogy.
Vacation Week Thursday (12 Apr 2018) 11:45 pm AEST
Pecha Kucha Upload
Feedback on this assessment task will be returned following moderation and in sufficient time to inform students in preparation for Assessment Task 2.
Criterion 1: Explanation of a chosen issue in Science Education and pedagogy from the listed Topic Sheet
Criterion 2: Explanation of a chosen issue in Science Education and pedagogy from the listed Topic Sheet
Criterion 3: Knowledge and understanding (K&U) of the content, concept development and teaching strategies of the science curriculum
Criterion 4: Demonstrated understanding of the curriculum priorities of the AC - Aboriginal & Torres Strait Islander, Asia and Sustainability perspectives
Criterion 5: Clear and concise “Pecha Kucha 20 x 20” presentation using authoritative sources to justify and explain approaches to science teaching that promote learning and enjoyment
- Evaluate examples of teaching practice in science to identify how connections are made to students’ prior knowledge or experience to promote learning and inform pedagogical practice.
- Access/evaluate and apply professional literature on contemporary science education to develop a rationale for learning design.
- Analyse and incorporate content that recognises the experience of Aboriginal and Torres Strait Islander students in the science classroom.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
2 Practical and Written Assessment
Part A: Use professional literature to write a brief comparison of two alternate pedagogies for science teaching.
Part B: Develop TWO digital task cards that could be used to scaffold independent learning in Science. The cards should demonstrate a clear understanding of the pedagogies selected in Part A (one card for each pedagogy) and use content from the two strands of Biological (for one card) and Earth and Space Sciences (for the other card). The cards should cover a range of activities and include:
- a card suitable for use by learners in a Primary classroom (select one year level from Prep to Year 6). This card must be printable and suitable for the age group to use with some teacher support.
- A second card for use with early childhood students (0 - 5) OR a year level from Year 7 to Year 9 (depending on your enrolment within the Early Childhood program or the Primary program) which scaffolds the use of an online simulation. This card must include teacher instructions for use in the classroom.
- Each card should contain hyperlinks that identify the scientific understanding and skills from the curriculum that it supports and teaching ideas for use of the card in the classroom.
Week 12 Thursday (31 May 2018) 11:45 pm AEST
Exam Week Friday (15 June 2018)
Feedback on this assessment task will be returned following moderation and in sufficient time to inform students of result.
- Knowledge and understanding of the use of ICTs in supporting student centred learning and engagement.
- Demonstrated knowledge of the content and structure of the chosen strands of the Science curriculum.
- Relevance of the resources and chosen strategies for the target group and learners' developmental stages.
- Selection of teaching strategies that show understanding of approaches that support the processes of working scientifically.
- Access/evaluate and apply professional literature on contemporary science education to develop a rationale for learning design.
- Select teaching and learning strategies that promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Biological and Earth and Space sciences.
- Create learning resources in which learner engagement is transformed by the use of ICT for collaboration and inquiry.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
