EPS735 - Primary Science and Technology Education

Year:

2021 unit information

Enrolment modes:

Trimester 1: Burwood (Melbourne), Cloud (online)

Credit point(s): 1
EFTSL value: 0.125
Cohort rule:

Students commencing in 2020 must be enrolled in course E762, E764, E765

Prerequisite:

Students commencing course E762, E764, E765 in 2020, 
must have passed 2 units from EEE754, EEE755, EEE756, EPR721, EPR751, EPR771

Corequisite:

Nil

Incompatible with:

EES540, ESS540

Study commitment

Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit.

Scheduled learning activities - campus

Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week.

This includes engagement with materials, responses to tasks, independent study and, 1 x 4-hour school-based/cultural institution site-based seminar per non-placement teaching week (approx. 6-9 weeks).

Scheduled learning activities - cloud (online)

Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week.

This includes engagement with materials, responses to tasks, regular forum posting and responding to others, scheduled synchronous online discussions including 1 x 2-hour online seminars plus 2-hours of practical activities and small-group teaching per week and independent study during non-placement teaching weeks (approx. 6-9 weeks).

It is highly recommended that you attend scheduled synchronous discussions in CloudDeakin throughout the trimester.

Alternatively, Cloud students are invited to attend:

  • Geelong (intensive): 5 x 5.5-hour school-based seminars over one week. (Replaces the weekly online seminars and practical activities/small group teaching requirements).
Independent study throughout the trimester is still required to complete all assessments.
In-person attendance requirements

Cloud (intensive): 5 x 5.5-hour school-based seminars over one week

Content

The unit covers the following topics:

  • children’s perceptions of scientists and science and children’s alternative science concepts;
  • science and design & technologies pedagogies: conceptual change strategies, multi-modal representations;
  • linking research literature (including theoretical perspectives) to practice;
  • states and national curricula planning – planning and implementing a sequence of science and design and technologies lessons;
  • science Investigations – design, measurement, data representation and analysis, and writing in science;
  • the nature of science and the relationship between design and technologies and science;
  • the literacies of science and the role of representation in learning science;
  • higher order thinking and reasoning, creativity and imagination;
  • resources for a contemporary primary science classroom: the use of ICT to support learning in science and community resources;
  • assessment, as, of and for learning – diagnostic and formative and summative;
  • science conceptual knowledge: including floating and sinking, force and energy, light, heat, animal and plant structure and function, biodiversity, life cycles and animal behaviour, rocks, earth and atmospheric processes, environmental science, sustainability, the nature of science.
  • the technology process; and
  • safety in science and design and technologies.

Unit Fee Information

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