Portfolio Guide 2

Readings from the science education literature

During the course (in semesters 1 and 2), extensive references will be made to the science education literature, including key syllabuses, reports and policy documents. Some of these have been designated as mandated/compulsory readings which must be completed (i.e. read,summarised and analysed) over the course of the year.

The compulsory/mandated readings and other suggested readings comprise the following elements of the course:

1. designated compulsory readings from each of the following key references (all these must be completed in the course of the year):
   • the Stage 4-5 Science Syllabus
   • the Stage 4-5 Science Syllabus Support Document
   • the DETYA 2001 Report Status and Quality of Science Teaching and Learning in Australian Schools
   • Science Teaching Reconsidered
2. photocopied articles, notes, worksheets and other printed material handed out in conjunction with the lecture and seminar sessions;
3. articles, notes, worksheets and other printed material which have been placed onto or hyperlinked to the Science Core course homepage (especially in the "On-line Resources" page);
4. references listed in the UOS outline or on the Science Curriculum website.

It is not expected that you will necessarily read, and make a portfolio entry on, each and every one of these items (particularly those hyperlinked on the internet resources o included in reference lists). You should, however, aim to read (and note) the compulsory ones which directly relate to issues raised in the seminars/lectures (especially those highlighted by the lecturer or specifically tagged in the written course resources).

In your portfolio you should aim to make a progressive record of your reading, analysis and reflection on these materials and activities through the year so that, by the end of the course you have:

• completed a description or summary of the these readings (including all the compulsory ones);
• analysed and reflected upon the implications of the issues raised in each for:
  • your professional development
  • the science curriculum/syllabus in schools
  • the teaching of science in schools;

The portfolio summaries and reflections/analyses would ideally be organised by title.

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