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Unit of Study EDU00413 - Science and Technology Education I: Foundations (2018)

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Unit Snapshot

  • Unit typeo

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Intermediate

  • Former School/College


Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 describe the nature and content of science and technology (within an early childhood to secondary context), especially as it is reflected in relevant syllabus, guidelines and related documents
2 use and analyse the processes of 'scientific investigation' and 'designing, making and appraising' and be able to develop and justify teaching-learning activities/lesson sequences which provide opportunities for children to use these processes and/or their components
3 elicit and identify early childhood and primary children's alternative conceptions associated with content related to physical phenomena and especially the 'made environment' (e.g. built environment) and their views of science/technology and scientists/technologists
4 compare personal and sociocultural constructivist views of learning science and technology with other perspectives and consequentially plan appropriate constructivist-based activity/lesson sequences
5 justify their choice of teaching and learning strategies on constructivist grounds and by reference to other relevant criteria including methods of engagement in learning, consideration of the children's physical and learning environment, literacy and numeracy development, integration of learning across subject domains, co-operative and inclusive learning and the use of ICT
6 clearly articulate accepted scientific conceptions related to key concepts/phenomena/events relevant and appropriate to the science and technology content studied this session (see (3) above); and critically reflect on their own science and technology learning in relation to their discipline knowledge and their pedagogical content knowledge
7 locate and use relevant resource material including ICT resources, associated with implementing appropriate early childhood guidelines or primary syllabuses.

On completion of this unit, students should be able to:

  1. describe the nature and content of science and technology (within an early childhood to secondary context), especially as it is reflected in relevant syllabus, guidelines and related documents
    • GA4:
  2. use and analyse the processes of 'scientific investigation' and 'designing, making and appraising' and be able to develop and justify teaching-learning activities/lesson sequences which provide opportunities for children to use these processes and/or their components
    • GA2:
    • GA4:
  3. elicit and identify early childhood and primary children's alternative conceptions associated with content related to physical phenomena and especially the 'made environment' (e.g. built environment) and their views of science/technology and scientists/technologists
    • GA1:
    • GA4:
  4. compare personal and sociocultural constructivist views of learning science and technology with other perspectives and consequentially plan appropriate constructivist-based activity/lesson sequences
    • GA2:
    • GA4:
  5. justify their choice of teaching and learning strategies on constructivist grounds and by reference to other relevant criteria including methods of engagement in learning, consideration of the children's physical and learning environment, literacy and numeracy development, integration of learning across subject domains, co-operative and inclusive learning and the use of ICT
    • GA4:
  6. clearly articulate accepted scientific conceptions related to key concepts/phenomena/events relevant and appropriate to the science and technology content studied this session (see (3) above); and critically reflect on their own science and technology learning in relation to their discipline knowledge and their pedagogical content knowledge
    • GA4:
  7. locate and use relevant resource material including ICT resources, associated with implementing appropriate early childhood guidelines or primary syllabuses.
    • GA2:
    • GA4: