Overview
It is well recognised that future generations require strong educational foundations in order to navigate our changing world. The renewed national focus on Science, Technology, Engineering and Mathematics (STEM) in primary school education will ensure that young Australians become equipped with the necessary skills and knowledge that they need to succeed in a changing world. STEM education refers collectively to the teaching of the disciplines of science, technology, engineering and mathematics and also to a cross-disciplinary approach to teaching that increases student interest in STEM related fields and improves students’ problem solving and critical analysis skills. In this unit, you will build on the knowledge acquired in previous science, technology and mathematics units. You will apply problem based learning theory and pedagogical principles that underpin inquiry approaches and collaboration to design, conduct and evaluate first hand investigations in the science, technology, engineering or mathematics areas applicable to primary school classrooms. You will consolidate your knowledge in STEM disciplines and develop your pedagogical skills to increase student engagement and participation in STEM drawing upon the relevant Australian curriculum.
Details
Pre-requisites or Co-requisites
Prerequisites: EDCU12038 Teaching for Mathematical Proficiency EDCU12039 Digital and Design Technologies EDCU12040 Biological and Earth and Space Sciences EDCU13020 Mathematics Curriculum EDCU13017 Chemical and Physical Sciences
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 - 2023
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 evaluation
Clear unit requirements
Outline of the expectations of the unit will be made clear throughout the unit.
Feedback from Student evaluation
Learning from assessments
Assessment tasks will be aligned closely to the learning outcomes.
Feedback from Student evaluation
Feedback
Students will be given opportunities to receive peer feedback.
- Applies professional learning to develop knowledge and understanding of how students' learn the interconnectedness of Science, Technology, Engineering and Mathematics (STEM) disciplines
- Selects appropriate STEM content and develops collaborative teaching strategies that apply and use Information and Communication Technology (ICTs) safely, responsibly and ethically through mathematical problem solving; scientific inquiry, engineering and/or technological design principles
- Plan, structure and sequence challenging learning programs that utilise evidence-based research to develop innovative pedagogical practices in STEM
- Differentiate the teaching of STEM content and its variations through teaching strategies that meet the needs of an inclusive and diverse range of students.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus area of:
1.2 Understand how students learn
1.5 Differentiate teaching to meet the specific needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.6 Information and Communication Technology (ICTs)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
6.4 Apply professional learning and improve student learning
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 45% | ||||
| 2 - Reflective Practice Assignment - 45% | ||||
| 3 - Peer assessment - 10% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- MS Teams
- eReading List
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.gronow@cqu.edu.au
Module/Topic
Introduction to STEM
Chapter
Albion, P. (2015) Project-, problem-, and inquiry -based learning
Kelley, T.R. & Knowledge, J.G. (2016) A conceptual framework for integrated STEM education.
Events and Submissions/Topic
Watch the Unit Coordinator Introduction to Unit recording.
Review the Learning Material workbook.
Make contact with Learning Community Group (LCG) on MS TEAMS.
Module/Topic
Science in STEM
Chapter
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Begin a discussion on Assessment Task 1 in the Learning Community Groups
Module/Topic
Technology in STEM
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Share research summaries for Assessment Task 1 with Learning Community Group.
Module/Topic
Engineering in STEM
Chapter
King, D. and L. D. English (2016). "Engineering design in the primary school: Applying STEM concepts to build an optical instrument." International Journal of Science Education 38(18): 2762-2794.
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Share insights on inquiry and design processes and project and problem based learning with Learning Community Group for Assessment Task 1.
Module/Topic
Mathematics in STEM
Chapter
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Complete the content for each section headings and edit written work for Assessment Task 1 submission.
Assessment Task 1 - Written Assessment (45% weighting) - Due week 5 Thursday 6 April, 11:45pm AEST
Written Assessment Due: Week 5 Thursday (6 Apr 2023) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Dialogic Teaching and Reflective Practices
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Begin discussion in Learning Community Groups on a STEM unit of work.
Module/Topic
Inclusivity, Diversity and Girls in STEM
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Share research and thoughts on readings for Assessment Task 2 with Learning Community Group members.
Begin report for Learning Community Group presentation.
Module/Topic
STEM, STEAM and other variations
Chapter
Froschauer, L. (2016). STEAM: Beyond the acronym. Science and Children, 53(6), 5.
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Prepare STEM unit of work project report for Learning community Group presentation.
Module/Topic
STEM Pedagogies
Chapter
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
STEM unit of work project reports are presented to Learning Community Group this week and uploaded to Feedback Fruits.
Begin writing Part A.
Module/Topic
STEM and Coding
Chapter
Lloyd, & Chandra, V. (2020). Teaching coding and computational thinking in primary classrooms: perceptions of Australian preservice teachers. Curriculum Perspectives. https://doi.org/10.1007/s41297-020-00117-1
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Learning Community Group members review and give feedback to STEM unit of work projects. Begin Part B Self-Reflection critique write up.
Module/Topic
STEM Resources
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Work with Learning Community groups in editing Parts A and B.
Module/Topic
Reflections on STEM
Chapter
Events and Submissions/Topic
Submission of Assessment Task 2 - Reflective Practice Assessment (45% weighting) - Due week 12, Friday June 2, 11:45pm AEST
Reflective Practice Assessment Due: Week 12 Friday (2 June 2023) 11:45 pm AEST
1 Written Assessment
Students are to submit in academic style, a research article, on integrating STEM disciplines through real-world examples of STEM education (teaching and learning). The written task would comprise of the following sections:
1. Introduction: What is STEM and integrating STEM disciplines in real world contexts.
2. Body: design and inquiry processes and real-world examples.
3. Body: problem and project-based learning and real-world examples.
4. Overview professional learning from LCGs.
5. Conclusion: Self-reflection of professional engagement with course content
Through evidence of wider reading, referenced in the written task, students are expected to produce a coherent and well-structured narrative that demonstrates:
- an understanding of integrating the STEM disciplines;
- knowledge of inquiry and design processes:
- knowledge of problem and project based learning; and,
- professional learning through peer collaboration.
Week 5 Thursday (6 Apr 2023) 11:45 pm AEST
Week 7 Friday (28 Apr 2023)
Marked assessment tasks will be returned with annotation on manuscript and completed criteria grading sheet with comments. Submissions over the 1500 word limit may not receive feedback.
In this assessment, the student will be assessed on their:
- Understanding of integrating the STEM disciplines in real-world contexts.
- Understanding inquiry and design processes with real-world examples.
- Understanding problem and project-based learning with real-world examples.
- Professional engagement with the course content through the Learning Community Group.
- Self-reflection of engagement and learning with the course content achieved.
- Research presented as a written narrative in an academic style adhering to APA7 formatting and referencing procedures.
- Applies professional learning to develop knowledge and understanding of how students' learn the interconnectedness of Science, Technology, Engineering and Mathematics (STEM) disciplines
- Selects appropriate STEM content and develops collaborative teaching strategies that apply and use Information and Communication Technology (ICTs) safely, responsibly and ethically through mathematical problem solving; scientific inquiry, engineering and/or technological design principles
- Plan, structure and sequence challenging learning programs that utilise evidence-based research to develop innovative pedagogical practices in STEM
- Differentiate the teaching of STEM content and its variations through teaching strategies that meet the needs of an inclusive and diverse range of students.
2 Reflective Practice Assignment
Students will work in their Learning Community Group (LCG), each LCG member will present a 5-10 minute report to their LCG of a STEM unit of work project, that includes the STEM education components of:
- Project Based Learning (PBL);
- Inquiry processes
- Integration of the STEM disciplines;
- Socioconstructivist learning paradigm;
- Real-world context; and,
- Reflective practice.
- Girls in STEM;
- Aboriginal and Torres Strait Islander (AITSL) students;
- Inclusion and diversity;
- STEAM and other variations;
- Information and Communication Technology (ICT); and
- Coding/Robotics.
Report to Learning Community Group
The presentation given is a professional learning experience and should demonstrate the students’ understanding of the topic through the assessment criteria.
The report describes the STEM project.
All LCG members critique each other's report and give feedback to the presenting student. Reports are recorded and uploaded to the Feedback Fruits application using the zoom to record the presentation, a peer review is completed by each LCG member on the Feedback Fruits application which the presenter receives after the presentation.
The presenter will also review their recording and give a self-reflection report.
The presentation recording and feedback are not included in the written submission for marking, the Feedback Fruits application stores both recording and feedback. Students completion of this component of the task is monitored and must be completed before the written submission is accepted for marking.
Written submission
Written task - 1500 words
This task is strictly 1500 words. Markers may not read part of the submission that extends beyond the acceptable higher word limit range. Acceptable range is 10% of the word limit, thus all submissions must be between 1350 and 1650 words.
The 1500 word written submission is a reflective practice task, be submitted as two parts:
Part A (1200 words):
A written report of background to the STEM project development, This academic style written report follows undefinedAPA7 formatting and referencing procedures. This written report includes references to the literature that framed the STEM project. This report is not a script or a reproduction of your LCG report, it is an independently written account of the research done to complete the STEM project. This could be written as a journal/diary report.
Part B (300 words):
A reflective practice critique of the STEM project report presentation based on LCG members' feedback and the personal self-reflection. This is a critique, not a repeat, of the feedback.
Week 12 Friday (2 June 2023) 11:45 pm AEST
Marked assessment tasks will be returned with annotation on manuscript and completed criteria grading sheet with comments. Submissions over the 1500 word limit may not receive feedback.
In this assessment students will be assessed on:
• Selects real-world STEM content with connections to the Australian Curriculum.
• Integrates the STEM disciplines and its variations in a project-based inquiry unit of work
• Exhibits wider reading as evidence-based research that informs the development of pedagogical practices in STEM education.
• Demonstrates understanding and inclusion of the STEM education practices meeting the needs of an inclusive and diverse range of students.
• Uses reflective practices as a professional learning tool to critique, reflect and evaluate understanding of STEM education, knowledge, and pedagogy.
• Written submission is presented as a narrative in an academic style adhering to APA7 formatting and referencing procedures.
- Applies professional learning to develop knowledge and understanding of how students' learn the interconnectedness of Science, Technology, Engineering and Mathematics (STEM) disciplines
- Selects appropriate STEM content and develops collaborative teaching strategies that apply and use Information and Communication Technology (ICTs) safely, responsibly and ethically through mathematical problem solving; scientific inquiry, engineering and/or technological design principles
- Plan, structure and sequence challenging learning programs that utilise evidence-based research to develop innovative pedagogical practices in STEM
- Differentiate the teaching of STEM content and its variations through teaching strategies that meet the needs of an inclusive and diverse range of students.
3 Peer assessment
Students will be evaluating each of your LCG members commitment to the LCG and the quality of their involvement on the SPA peer evaluation application.
Students will be required to give a grade of 0 - 5 for each group member based on 10 criteria questions given in the SPA questions. The questions involve quality of involvement and commitment to the Learning Community Group.
The total mark, given by the LCG members will be recalculated to a mark out of 10, students will not be disadvantaged if a LCG member withdraws from the course or fails to complete this assessment. The final mark from SPA will be entered into the Moodle grade book to become 10% of the student's final mark.
Review/Exam Week Friday (9 June 2023) 11:45 pm AEST
No Assessment Criteria
- Applies professional learning to develop knowledge and understanding of how students' learn the interconnectedness of Science, Technology, Engineering and Mathematics (STEM) disciplines
- Selects appropriate STEM content and develops collaborative teaching strategies that apply and use Information and Communication Technology (ICTs) safely, responsibly and ethically through mathematical problem solving; scientific inquiry, engineering and/or technological design principles
- Plan, structure and sequence challenging learning programs that utilise evidence-based research to develop innovative pedagogical practices in STEM
- Differentiate the teaching of STEM content and its variations through teaching strategies that meet the needs of an inclusive and diverse range of students.
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?
