Task Description: People have many alternate conceptions about the scientific world. They think about what they do and see, building shared explanations of how objects and events work. The building of these ideas can often result in misconceptions.

Part A - Case Study: Select a scientific concept from either the Chemical or Physical sciences sub-strand of the Australian Curriculum (Science) that is commonly misunderstood or poorly understood. Misconceptions can often be found in the media, in popular culture or during conversations with children.

• Identify a learner context that you choose to work with from Foundation (Prep) to Year 6. You can use an actual child or create an interaction using a pseudonym.
• Design/select a diagnostic tool to critically analyse the understanding that these learners have about your selected concept. This simply means 'how did you find out?' and can be as simple as questioning. Other examples include drawing, classwork or even overhearing children's discussions.
• Include examples and a comparison of the language used by the different learners to explain this science concept.

Part B - Replacing Alternate Conceptions: Develop a learning sequence that works to modify the alternate conception identified during Part A.

• The pedagogy used in your learning sequence must be linked to current research on effective teaching and learning practice and take account of the cognitive and language characteristics of the learner in the chosen age group.
• The learning sequence should use ICT where appropriate.
• You need to include a range of teaching strategies.
• Outline how you would report your findings to students, parents/carers, teachers and academics.

1. Scientific concept identified. Learner context identified.
2. Appropriate choice of diagnostic tool including examples of the language surfaced from using the tool.
3. Comparison of the alternate conception with the currently held scientific conception.
4. Learning sequence and appropriate use of ICT.
5. Communicates findings using appropriate language for context (students, parents/carers, teachers, academics).

Task Description:

• Choose two Primary Connections units, one from the Physical sciences sub-strand and one from the Chemical sciences sub-strand, taught in a primary school for any year level. (They can be from the same year level or different year levels.)
• Identify the types of assessment used in each unit and how they demonstrate student understanding and motivate or engage students in learning.
• In light of current research around effective science assessment practice, evaluate the diagnostic, formative and summative assessments used in these units of work.
• Make two recommendations for improvements in each of these Primary Connections units and include how you would incorporate assessment for each recommendation.
• These recommendations must be justified by links to current research and should include redesign or development of appropriate tools and/or techniques for promoting engagement and making reliable, consistent and comparable judgements on student learning.

1. Sophisticated explanation of the diagnostic, formative and summative assessments used in each of the Primary Connections units.
2. Comprehensive explanation of how the types of assessment used in the units of work demonstrate student understanding and motivate or engage students in their own learning.
3. Two appropriate recommendations are identified for improvement in the assessment items of each unit and justified by links to current research.
4. Cohesive writing consistent with academic conventions. Extensive use of relevant and credible sources for explanation of scientific concepts.