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EDCU12040 - Biological and Earth and Space Sciences

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.
Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2018

Term 1 - 2018 Profile
Bundaberg
Cairns
Distance
Mackay
Noosa
Rockhampton
Term 1 - 2019 Profile
Bundaberg
Cairns
Gladstone
Mackay
Noosa
Online
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Presentation 50%
2. Practical and Written Assessment 50%

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 Procedures for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2018 : The overall satisfaction for students in the last offering of this course was 4.2 (on a 5 point Likert scale), based on a 31.21% response rate.

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.

Source: Student feedback and teaching staff self-evaluation
Feedback
Positive Comments on Course Delivery
Recommendation
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.
Action Taken
Relying on the e-book format to structure student learning and to scaffold student assessment - building in rehearsal tasks has helped clarify assessment criteria.
Source: Student feedback
Feedback
Positive Comments of Assessment Tools
Recommendation
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.
Action Taken
Feedback indicates amendments have been effective.
Source: Student feedback
Feedback
Refine unit MOODLE navigation as per suggestions for improvement in student comments
Recommendation
Embed a navigation video at the entry point to the MOODLE.
Action Taken
Video has been used extensively in the remodeling of the MOODLE site.
Source: Student feedback
Feedback
Positive feedback on cross-site teaching team
Recommendation
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.
Action Taken
Teaching team processes were very positive and collaborative.
Source: Student feedback
Feedback
Positive feedback on assessment turnover and feedback
Recommendation
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.
Action Taken
The metrics were observed and met and well received by students.
Source: Student Feedback Survey
Feedback
Assessment and unit content constructively aligned
Recommendation
Retain context cuing devices, support videos and embedded instructions in the MOODLE. Continue to devise and record assessment specific lectures to assist with student progress.
Action Taken
Nil.
Source: Student Feedback Survey
Feedback
Assessment and course content relevant and future oriented.
Recommendation
Retain applied assessment linked to professional standards as an organising principle.
Action Taken
Nil.
Source: Student feedback survey
Feedback
Textbook cost and use should be reviewed as cost is considerable.
Recommendation
Retain dual textbook resources. Both texts are used in EDCU13017 and EDCU12040 so cost represents an investment for two term units and is reasonable.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. 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.
  2. Access/evaluate and apply professional literature on contemporary science education to develop a rationale for learning design.
  3. Analyse and incorporate content that recognises the experience of Aboriginal and Torres Strait Islander students in the science classroom.
  4. 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.
  5. 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
2 - Practical and Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
7 - Cross Cultural Competence
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Presentation
2 - Practical and Written Assessment