units

EDF5705

Faculty of Education

18 September 2017 22 November 2024
Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

12 points, SCA Band 1, 0.250 EFTSL

To find units available for enrolment in the current year, you must make sure you use the indexes and browse unit tool in the current edition of the Handbook.

LevelPostgraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2013 (Day)
Gippsland Second semester 2013 (Day)
Peninsula Second semester 2013 (Day)
Coordinator(s)Dr Niranjan Casinader (Gippsland); Dr Nathan Brubaker (Peninsula)

Synopsis

Module 1: Science and technology
Module 1 examines key theoretical and pedagogical perspectives and issues in the teaching of science and technology with children, with emphasis on developing children's skills of working scientifically, designing and making products.
Students are introduced to a range of appropriate curriculum documents and a variety of teaching strategies used in schools including planning lessons, implementing, monitoring learning and reporting.
The module addresses important conceptual ideas and processes about embedding science and technology into classroom learning, understanding science as a human endeavour and the differences in learning progressions in science and technology.
Module 2: Humanities and social sciences
This module examines how school students can learn to understand the world through history, economics, geography and citizenship education and through cross-cultural and multi-disciplinary lenses on the world. This includes understandings of the range of cultural experiences within both Australian and global communities.
Students also engage with theoretical, philosophical, pedagogical viewpoints and assessment strategies that address issues related to the themes of Indigenous Australia, environmental sustainability, and Asia and the world.
The module develops understanding of how educators can embrace diversity and teach for social justice, and how events shape our societies and places within them.
The module will also provide the opportunity to explore different lenses for making sense of our world drawing upon students' experiences across these two modules.

Outcomes

Upon successful completion of this student, students should be able to:

  1. understand how students learn and develop understanding in science and technology, the humanities and social sciences,
  2. demonstrate knowledge and understanding of the concepts and structure of the content and diverse teaching strategies including working scientifically, designing and making products,
  3. demonstrate understanding of discipline-based and interdisciplinary learning in the humanities and social sciences,
  4. plan lesson sequences in science and technology, the humanities and social sciences, using knowledge of student learning, content and effective teaching strategies and a range of resources, including information and communication technology,
  5. demonstrate the capacity to monitor, assess and interpret student learning in ways that acknowledge and engage with diversity and diverse learners using a variety of assessment methods, and modify teaching practices appropriately,
  6. develop understanding of democratic practice and equity in communities,
  7. show socio-cultural awareness and positive views of students from diverse backgrounds,
  8. understand the ways in which historical, economic, geographical, political cross-cultural and multi-disciplinary knowledges shape communities and schools
  9. understand the range of cultural experiences within Australian and global communities and the ways in which many cultures have changed the nature of Australian society,
  10. assess learners in ways that acknowledge and engage with diversity and diverse learners using a variety of assessment methods, and
  11. reflect critically on their beliefs about how teachers might contribute to social justice.

Assessment

Module 1: Integrated unit of work (planned, implemented and evaluated) (equivalent 4000 words, 50%)
Module 2: Seminar presentation (equivalent 2000 words, 25%); Curriculum research project (equivalent 2000 words, 25%)

Chief examiner(s)

Dr Nathan Brubaker

Contact hours

Contact: equivalent to an average of 3 hrs per week; Self-directed study: approx 21 hrs per week