![[Navigation Map]](../../images/maps/science.gif){kind=small}
Sem 2: EDBT5667, EDBT5668, EDSE3068
[Course
outline]
[Course
Outcomes]
[Course
Overview]
[Course
structure]
[Science
Core course strand]
[Science
Discipline Electives]
[Field
experiences]
[Assessment]
[Readings]
[Staff
and facilities]
[Coursework
resources on-line]
This site contains the following
items for the Core course for single and double method Study 2:
Science Curriculum courses in the Master of Teaching
program:
The course outlines for the Double method senior science Electives will be distributed in their respective classes.
/index2.gif){kind=small}
CONTENTS
(Core Course Outline)
The Secondary Science Curriculum course in first and second years is designed to begin your professional development as a prospective teacher of secondary school Science. It aims to build upon the knowledge of the science disciplines that you have acquired in your tertiary studies, so that you can not only educate children in and about science, but use the curricula in secondary science to contribute to the general education of children. The course will consider the place of science education in school curricula, the relationships between science, technology, society and personal development in the science curriculum and in the work of the secondary science teacher, set in the contexts of the classroom, the school system, the profession and the wider community.
The course will be address the five main themes of the Master of Teaching program (students, teachers, schools, knowledge and the curriculum, and communities) in the following ways:
Students: the contribution of science education to the general education of children; the nature of student learning and understanding in science; identifying the needs, interests and aptitudes of children in the context of science education; designing school science learning experiences that reflect the needs, interests and aptitudes of school children;
Teachers: the beginning teacher: from science graduate to science educator; the professional development of science teachers; the science teacher's roles in the classroom and the school; the science teacher in the context of the scientific and educational communities
Schools: school-based science curriculum activities; the safe management of science activities in the laboratory and outside the classroom; the role of science education in the implementation of cross-curriculum policies and initiatives within the school system;
Knowledge and the curriculum: the nature and construction of scientific knowledge; children's understanding of science and its development; the nature and purposes of science curricula: years 7-10 and 11-12; integrating scientific disciplines and science, technology, society and personal development perspectives in the curriculum; investigation, inquiry, design-make-appraise, problem-solving, process-based and other teaching and learning strategies in science education; the nature and implementation of the NSW Stage 4-5 Science syllabus
Communities: the nature of science education in the context of modern society; science, technology, society and personal development themes in contemporary science education; contemporary community issues in education and the science curriculum: gender equity, multiculturalism and Aboriginal perspectives in science education; community attitudes to science and technology; using scientific skills, knowledge and understanding in the community; community resources for science education.
/tinyindx.gif){kind=small}
Contents
/cyan_up.gif){kind=small}
Top
The Core course is designed to enable the beginning teacher to:
Contents
Top
Among the areas which are relevant to teaching and learning in science are the following, which will be addressed in the context of a problem-based learning environment:
Contents
Top
The Secondary Science Curriculum component of the MTeach and BEd BSc programs will consist of two strands, the Core and the Electives. Double Method Science will comprise the Core and Electives, whereas Single Method Science will consist of the Core only.
The Core strand of Science Curriculum (Teaching Science) will consider a broad range of issues which confront potential teachers of science in the secondary school, across all the different science curricula and for all students from Stage 4 to Stage 6 (year 7 to year 12). The core course will focus particularly (though not exclusively) on the teaching of Science in Stages 4 & 5 (years 7 -10). The course will focus on:
The "core" course strand is is timetabled from 4 - 5 hours per week during the year. In semester 1 there will normally be a 1 hour lecture (Tuesday) and two 1.5 - 2 hour laboratory sessions each week (Wednesday & Friday). In semester 2, there will be two laboratory-based sessions per week (Wednesday & Friday).
The Core sessions each week are timetabled as follows:
|
|
|
|
|
|
|
(all students) |
|
|
|
|
|
Core Group 1 |
and Friday |
|
|
Tony
Sperring |
|
Core Group 2 |
and Friday |
|
|
Tony Sperring |
Contents
Top
There are a number of courses for HSC Science Discipline Electives in ach year of the program, focusing on the teaching of the Stage 6 (Year 11/12) science subjects (Biology, Chemistry, Earth & Environmental Science, Physics, and Senior Science). Double Science method students will take at least two of these in first year (but may elect to do three). Each elective will runs for 32 - 40 hours (typically 8 weeks at up to 5 hrs/week depending on the semester). This year, depending on enrolments, we are able to offer HSC Science elective courses in the following three Stage 6 (HSC) Science syllabuses:
Physics and/or Earth & Environmental Science will not be offered this year for 1st year students, but these will be available next year (in semester 1). If a class does not form in any one of the elective areas, it may be possible for interested candidates to study one of their elective choices as an Independent Study and Report (ISR), under the supervision of a member of staff. It may be possible, with permission, for double method students to elect to do more than 2 electives (the third will be as a 'monitored class'), if they wish to do so and class places are available.
The HSC electives which will be offered this year (subject to enrolments and staffing) and their likely times are:
|
|
|
|
|
|
|
|
|
|
|
Tuesday 11am - 1pm and Thursday 3 - 5m |
|
Senior Science
|
|
|
|
|
|
|
|
|
|
Tuesday 2 - 5pm and Thursday 10am - 12 noon |
Single Method MTeach students will do their HSC Science elective as scheduled by the course coordinator (i.e. Biology in 2009 semester 1, Chemistry in 2009 in semester 2 and Physcis or Earth & Environmental Science in semester 1 of 2010).
As the new NSW Institute of Teachers rules do not apply to current BEd BSc candidates, they are not required to formally enrol in and complete a HSC elective course, but are strongly advised to montor one if their timetable permits.
Contents
Top
During the year a variety of field experiences may be incorporated in the Science Method program. These experiences may include in-school observations and schools-based work, as well as visits to a variety of community-based organisations (museums, field study centres etc.) and other centres which are resource and service providers of interest to science teachers. Your lecturer will indicate if there is a field-based component to their course in the introductory lecture.
Assessment in Science Curriculum will be based upon a number of specific assignments and on the preparation of a Science Portfolio incorporating showcase samples of your work inScience during the year, as well as reports and reflections on a variety of things done during the Core course including individual and group seminar presentations, literature researches and reviews, reports on laboratory and field-based activities, the analysis and development of curriculum resources (including computer-based materials), problem-solving exercises, and the writing of a personal diary/journal. The precise nature of the Science portfolio, its aims, and the criteria used in its assessment will be discussed in the first meeting for each of the core and elective groups (further guidelines are given below).
For Double Method Science the overall Science Curriculum assessment will be based upon the following:
|
(Core Unit) |
3 assessment items (seminar presentation, lesson plan and Science portfolio - Part 1) Semester 2: 2 assessment items (completion of Portfolio - Part 2, and group unit plan) |
|
|
(Elective 1) |
|
|
|
(Elective 2) |
|
|
For Single Method Science the overall Science Curriculum assessment will be based upon the following:
|
(Core Unit) |
3 assessment items (seminar presentation, lesson plan and Science portfolio - Part 1) Semester 2: 3 assessment items (completion of Portfolio, unit plan, and mentoring journal) |
|
Assessment requirements
The criteria for assessment of each assignment will be given in the course unit and/or on-line. The requirements for a Pass (or better) grade in the individual units of study is as follows:
(a) Master of Teaching - Bachelor of Teaching units
|
Unit of Study |
Components |
Requirements |
Notes |
|
edbt 5617 |
Science Curriculum 1 Core |
A Satisfactory/Pass
standard in at least 2 of the assignments AND |
Any candidate who does not achieve a Pass grade on the Portfolio in semester 1 must meet the standard for a Pass grade on the entire portfolio by the end of semester 2. |
|
edbt 5618 |
|
Satisfy requirements for the Stage 6 Science Elective (as defined in the Elective Course Outline). |
|
|
edbt 5667 |
Science Curriculum 2 Core |
A Satisfactory/Pass standard in both assignments. |
As well as meeting aggregate assessment requirements, candidates must complete a Science Curriculum Portfolio (for the year) to a Satisfactory/Pass standard in order to satisfy requirements in this unit of study |
|
edbt 5668 |
|
Satisfy requirements for the Stage 6 Science Elective (as defined in the Elective Course Outline). |
|
|
edbt 6383 |
Science Curriculum 3 Core |
An aggregate mark for the 2 assignments at or above Satisfactory/Pass standard. |
|
|
edbt 6384 |
|
Satisfy requirements
for Science Curriculum 3 Core (see above), AND |
(b) Bachelor of Education, Bachelor of Science Combined degree units
|
Unit of Study |
Components |
Requirements |
Notes |
|
edse 3051 |
Science Curriculum 1 Core |
An aggregate mark for the 3 assignments of at least 50% |
|
|
edse 3068 |
Science Curriculum 2 Core |
An aggregate mark for the 2 assignments of at least 50% |
As well as meeting aggregate assessment requirements, candidates must complete a Science Curriculum Portfolio (for the year) to a Satisfactory/Pass standard in order to satisfy requirements in this unit of study |
|
edse 3054 |
Biology Elective |
An aggregate mark for the assignmen(s) of at least 50% |
|
|
edse 3053 |
Senior Science Elective |
An aggregate mark for the assignmen(s) of at least 50% |
|
|
edse 3052 |
Chemsitry Elective |
An aggregate mark for the assignmen(s) of at least 50% |
|
|
edse 4034 |
Science Curriculum 3 Core |
An aggregate mark for the 2 assignments of at least 50% |
|
|
edse 4035 |
|
An aggregate mark for the assignmen(s) at or above 50% |
Assessment dates
The due dates for each assessment item will be discussed in the relevant classes. the due dates for the Science Core component can be found at the following:
Contents
Top
Each student should progressively build up a portfolio of their work in Science Curriculum over the year. It will be one of the two assessment items for the second semester course unit of the Science Curriculum Core. The portfolio should take the form of a folder which has clearly differentiated subdivisions for each of the following categories specified in the Portfolio Guide.
The nature and purposes of the portfolio, and their role in science education, will be discussed in the coursework. The first part of the portfolio should be submitted to the lecturer at the end of semester 1 (for semester 1 units of study) and at the end ofsemester 2 for assessment (for semester 2 units of study).
An important part of the Science Portfolio is a reflective journal, in which students should regularly record their personal summaries, analyses and reflections on key experiences and issues covered in the coursework.
In previous years some students have had difficulty with presenting a satisfactory portfolio because they are unfamiliar with this style of assignment and/or have not progressively and consistently added to it throughout the year. To avoid this dilemma, you should avail yourself of the guidance given to constructing a science portfolio (the Portfolio Guide) and get into the habit of regularly writing reflective material for the relevant sections as you do the course.
A SATISFACTORY PORTFIOLIO CANNOT BE PUT TOGETHER IN THE LAST WEEKS OF THE SEMESTER: YOU SHOULD PLAN YOUR PORTOFLIO WORK TO PROGRESSIVELY BUILD IT THROUGHOUT THE SEMESTER.
/info_button.gif){kind=small}
Click
icon for more information on the portfolio.
Contents
Top
There is no set textbook per
se, but students are encouraged to consider acquiring a copy of each
of the titles below indicated by a /redbullet2.gif){kind=small}
(depending on science majors and elective preferences). The NSW
syllabuses and support documents are available on-line as well as in
hardcopy from the Board of Studies.
Board
of Studies NSW (1999)
Stage
4 - 5 Syllabus Science.
Sydney: Board of Studies.
Board
of Studies NSW (1999)
Science
Stages 4-5: Support Document
Sydney: Board of
Studies.
Dawson, C. (1994). Science teaching in the secondary school. Melbourne: Longman.
Goodrum, D., Hackling, M. & Rennie, L. (2001). The status and quality of Teaching and Learning of Science in Australian Schools: A research report prepared for the Deaprtment of Education, Trainign and Youth Affairs. Canberra: Commonwealth of Australia.
National Academy of Science. (1996). Science Teaching Reconsidered. Washington: National Academic Press.
Board
of Studies NSW (2004)
Stage
6 Syllabus: Biology.
Sydney: Board of Studies.
Board
of Studies NSW (2004)
Stage
6 Syllabus: Chemistry.
Sydney: Board of Studies.
Board
of Studies NSW (2004)
Stage
6 Syllabus: Earth & environmental
science. Sydney:
Board of Studies.
Board
of Studies NSW (2004)
Stage
6 Syllabus: Physics.
Sydney: Board of Studies.
Board
of Studies NSW (2004)
Stage
6 Syllabus: Senior science.
Sydney: Board of Studies.
Australian Education Council (1994). Science - A curriculum profile for Australian schools. Carlton (Vic): Curriculum Corporation.
Australian Education Council (1994). A statement on science for Australian schools. Carlton (Vic): Curriculum Corporation.
Board of Studies, NSW (1999). New HSC Assessment Guidelines. Sydney: Board of Studies.
Board of Studies, NSW (1999). Assessment Certification and Examination Manual. Sydney: Board of Studies.
Dawson, C. (1991). Beginning science teaching. Melbourne: Longman Cheshire.
Dehart Hurd , P. (1997). Inventing Science Education for the New Millennium . New York: Teachers College Press, Columbia University
Deleuill, L. and Malcolm, C. (1994). Using the science profile. Carlton (Vic.): Curriculum Corporation.
Driver, R., Guesne, E. R. and Tiberghein, A. (1985). Children's ideas in science. Milton Keynes: OUP.
Driver, R., Lead, J., Millar, R. & Scott, P. (1996). Young people's images of science. Buckingham: OUP.
Driver, R., Squires, A., Rushworth, P. and Wood-Robinson, V. (1994). Making sense of secondary science: Research into children's ideas. London and New York: Routledge.
Fensham, P. (ed). (1988). Development and dilemmas in science education. London: Falmer Press.
Fensham, P.F. (ed) (1994). The Content of Science: A constructivist approach to its teaching and learning. London: The Falmer Press.
Frost, J, (ed.) (1995). Teaching science. London: Woburn Press.
Gabel, D.L. (ed) (1994). Handbook of Research on science teaching and learning. New York: Macmillan.
Gott, H. and Duggan, S. (1995). Investigative work in the science curriculum. Buckingham: OUP.
Grant, P., Johnson, L. and Sanders, Y. (1990). Better links: Teaching strategies in the science classroom. Parkville: STAV Publishing
Hand, B. and Vaughan, P. (1995). Teaching and learning in science: The constructivist classroom. Melbourne: Harcourt Brace.
Hull, R. (ed.). (1993). Science teacher's handbook: Secondary. Hemel Hempstead: Simon & Schuster for the Association for Science Education.
Levinson, R. (1994). Teaching Science. London: Routledge.
Millar, R. (ed) (1989). Doing science: Images of science in science education. London: Falmer Press.
Monk, M. and Dillon, J. (eds.). (1995). Learning to teach science: Activities for student teachers and mentors. London: The Falmer Press.
NSW Board of Studies. Syllabus and Support documents for Science and K-6 Science and Technology.
Ogborn, J., Kress, K., Martins, I. and McGillicuddy, K. (1996). Explaining science in the classroom. Buckingham: Open University Press.
Osborne, R.J. and Freyberg, P. (1985). Learning in Science: The implications of children's science. Auckland: Heinemann.
Solomon, J. (1993). Teaching science, technology and society. Buckingham: OUP.
Sutton, C. (1992). Words, science and learning. Buckingham: Open University Press.
Turner, T. and DiMarco, W. (1998). Learning to teach science in the secondary school. London and New York: Routledge.
Wellington, J. (1994). Secondary science: Contemporary issues and practical approaches. London: Routledge.
Wellington, J. (1994). Secondary science: Contemporary issues and practical approaches. London: Routledge.
White, R. T. (1988). Learning science. Oxford: Basil Blackwell.
Woolnough, B. E. (1994). Effective science teaching. London: Allen and Unwin.
Contents
Top
|
|
|
|
|
Adey, P. and Shayer, M. (1990). Accelerating the development of formal thinking in middle and high school pupils. Journal of research in science teaching, 27 (6), 553-574.
Driver, R, and Bell, B. (1990). Students thinking and learning in science: A constructivists' view. School science review, 67 (240): 443-56.
Fielder, R. (1993). Reaching the second tier: Learning and teaching styles in college science education. Journal of college science teaching, 23 (5): 286-290.
Lucas, K.B. and Cohen, M.R. (1999). The changing seasons: Teaching for understanding. Australian science teachers journal, 45 (4): 9-17.
Phelps, A.J., LaPorte, M.M & Mahmood, A. (1997). Portfolio assessment in high school chemistry: One teacher's guidelines. Journal of chemical education, 74: 528.
Stinner, A. (1995). Contextual setting, science stories and large context problems: Towards a more humanistic science education. Science education, 70 (5): 555-581
Wilkinson, J. W. (1999). The contextual approach to teaching physics. Australian science teachers journal, 45 (4): 43-50.
A more extensive Science Education Bibliography can be accessed on the internet.
An extensive collection of useful websites can be accessed via the WWW Science Links for the course (access from the Resources section of the Science Curriculum Index page)
Contents
Top
Click here to see details of the academic and technical support staff who may be involved in the Secondary Science Curriculum course and the Science Education facilities. The science education facilities consist of:
Access to facilities and materials
Students will generally have access to all the science education laboratories, preparation rooms and workrooms outside the scheduled class times if these rooms are not being used for other classes and if a member of the technical staff is on duty. In working on activities which require equipment and other materials, students should consult: Ms Adrianna Scodellaro (Room u434)).
Contents
Top
Some of the handouts and other materials used in the Core Sessions and the Science Electives, as well as links to other resources, are available for viewing and/or downloading on the internet. Material will be progressively added through the year.
/books2.gif){kind=small}
Click
for On-line resources.
Contents
Top