Pre-requisites

ED6030 Classroom Management

Co-requisites

None.

Learning Outcomes

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

• Demonstrate knowledge of the different perspectives from which Science can be studied and understood, including a Christian worldview and understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

• Communicate and apply broad knowledge of the content, substance and structure of the sciences (Biology, Chemistry, Physics, and Earth and Space) as relevant to primary schooling and the Victorian Curriculum F-10 and Australian Curriculum for planning lesson sequences and units of work, including cross-curriculum priorities and general capabilities

• Apply learning theory, pedagogy and a range of effective teaching strategies appropriate to teaching Primary Science, demonstrating knowledge and understanding of research and contemporary practices to develop students’ ability to work and think scientifically

• Demonstrate knowledge and understanding to plan for authentic and differentiated teaching and assessment strategies in Primary Science that respond to diverse learners and needs, including relevant literacy and numeracy learning

• Plan strategies for organising and managing Primary Science lessons in and beyond the classroom, including providing clear directions, selecting a range of equipment, resources, relevant and appropriate ICT, and external education providers, to support engagement and safe participation

Unit Description

This unit covers the Victorian Curriculum F-10 and the Australian Curriculum relevant to Science appropriate to primary schooling, and scientific content knowledge and processes. The unit aims to develop your knowledge, application and confidence to plan for, and engage students in rich, meaningful and well-managed learning experiences in Primary Science.

You will examine a range of perspectives on science content and ways of knowing in order to develop your understanding of how knowledge construction is shaped by culture and beliefs. Particular attention will be given to dominant social, Christian and Aboriginal and Torres Strait Islander perspectives with the objective of understanding and respecting students’ diversities and creating inclusive science learning experiences. Through this you will engage with Aboriginal and Torres Strait Islander histories, knowledge and practices related to scientific concepts and phenomenon.

You will review critically a range of pedagogical approaches, including constructive and inquiry-based learning, for engaging students and supporting their active participation and learning in Science. You will develop a range of strategies to challenge misconceptions, and assist students in articulating, representing and testing mental and scientific models, organise and process ideas, and develop their ability to think and work scientifically. The unit covers authentic assessment strategies for formal and informal diagnostic, formative and summative assessment of science content.

The unit explores integrated curriculum as an approach to deepening learning in Science. You will learn how to address literacy and numeracy learning relevant to Science, as well as intentionally integrating skills and knowledge, such as reading, interpreting and creating texts in relevant genres. The unit integrates cross-curriculum priority areas, Sustainability and Aboriginal and Torres Strait Islander histories and cultures, as well as integrating Critical and Creative Thinking, Ethical, and Intercultural capabilities.

Topics

1. Perspectives on Science content, knowledge creation and ways of knowing
2. Understanding and using the Victorian Curriculum F-10 and Australian Curriculum for Science relevant to primary schooling, cross-curriculum priorities and general capabilities
3. Scientific concepts (Key concepts related to the primary curriculum will be covered, one per class)
4. Learning theory and pedagogy - constructivism, steps to developing independent problem- solving (reducing cognitive load), and inquiry-based learning,
5. Scientific inquiry – thinking and working scientifically
6. Planning for formal and informal diagnostic, formative and summative assessment in Science
7. Literacy and numeracy learning relevant to Science
8. Differentiated and inclusive practices in Science for diverse learners
9. Developing a range of teaching and communication strategies and resources, including ICT to support engagement and participation in Science
10. Planning lesson sequences and units of work in Science
11. Organising and managing Science learning environments and experiences

Learning Experiences

Topic 4 cc 2.2.6
Interactive Scenario.
2 Brief scenarios are presented to the PSTs: 1 with limited scaffolding and the 2nd with adequate scaffolding.
For Example:
Scenario 1: A Year 5 Science teacher assigns students a complex task to independently design an experiment to investigate how heating affects the state of water (e.g., from ice to liquid to gas) without prior instruction on states of matter. Students are confused, produce incomplete designs, and lose confidence.

Scenario 2: A Year 5 Science teacher introduces states of matter with a demonstration (e.g., melting ice), provides guided practice where students classify examples of solids, liquids, and gases in pairs with teacher support, and then asks students to independently predict the outcome of heating a substance (e.g., butter) and explain their reasoning. Students complete the task successfully with minimal support.

As a class discuss why scenario 1 failed and scenario 2 failed. PSTs create a written response to: “Why should independent problem-solving be limited before a student approaches proficiency?”

and/or Lesson Deconstruction Task
1) PSTs are provided with an example lesson that balances guided instruction and independent problem solving.

2) PSTs then deconstruct the lesson using these questions as a guide (15 mins):
How did the lesson manage cognitive load for novices? Why was independent problem-solving limited to the correct proportion of time?
How did scaffolding ensure success during independent work?

3) Class discussion regarding the deconstructions and why independent problem solving should be limited to when students are approaching proficiency.

Teaching Strategies

Pre-service teachers learning in this course will involve a variety of approaches including: lectures; practicum; observation; responding to educational scenarios; critical reflections; discussion; tutorials; assessment tasks; assessment feedback; guest speakers; classroom observation; practical teaching assignments; reflective journals; contact with professional associations; oral presentations; and on-line activities.

---

Unit offerings

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.