EDED14355 - STEM Education and Engagement

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 4
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2022

Term 1 - 2023 Profile
Bundaberg
Mackay
Mixed Mode
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. Written Assessment 45%
2. Reflective Practice Assignment 45%
3. Peer assessment 10%

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

Past Exams

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Previous Feedback

Term 1 - 2022 : The overall satisfaction for students in the last offering of this course was 45.95% (`Agree` and `Strongly Agree` responses), based on a 33.33% 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
Feedback
Assessment tasks
Recommendation
Assessment tasks to be more relevant to the course and the teaching of STEM.
Action Taken
Assessment tasks were aligned to the course content.
Source: Student feedback
Feedback
Student support
Recommendation
Clearer guidelines for students during tutorials and assessment tasks.
Action Taken
Course content was reviewed and made relevant to teaching STEM as an integrated suite of disciplines.
Source: Student feedback
Feedback
Feedback
Recommendation
Assessment task marking guide to support markers' feedback on assessment tasks. .
Action Taken
Markers were given a marking guide during the moderation process and asked to comment on every page of the script and write an overall comment. Student peer feedback provided students opportunities to review each others work.
Source: Student evaluation
Feedback
Clear unit requirements
Recommendation
Outline of the expectations of the unit will be made clear throughout the unit.
Action Taken
Nil.
Source: Student evaluation
Feedback
Learning from assessments
Recommendation
Assessment tasks will be aligned closely to the learning outcomes.
Action Taken
Nil.
Source: Student evaluation
Feedback
Feedback
Recommendation
Students will be given opportunities to receive peer feedback.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Applies professional learning to develop knowledge and understanding of how students' learn the interconnectedness of Science, Technology, Engineering and Mathematics (STEM) disciplines
  2. 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
  3. Plan, structure and sequence challenging learning programs that utilise evidence-based research to develop innovative pedagogical practices in STEM
  4. 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
2 - Reflective Practice Assignment
3 - Peer assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
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
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 10