Postgraduate - UnitEDF5652 - Understanding research in science education

This unit entry is for students who completed this unit in 2014 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.

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12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Level	Postgraduate
Faculty	Faculty of Education
Offered	Clayton Second semester 2014 (Flexible)
Coordinator(s)	Associate Professor Debra Panizzon

Synopsis

This unit is designed to deepen expertise and leadership in science education. It explores different aspects of research in science education that furthers the following perspectives:

the ultimate purpose of science education should be to improve science teaching and learning.
To improve science teaching and learning, research must be grounded in the real world of students and teachers, schools systems and society.
To improve science teaching and learning, researchers need to be open to a range of theoretical frameworks, research methodologies and strategies.
Research must relate to practitioners and policy makers in order for them to make decisions of practical value. To deepen understanding of these perspectives, the unit explores five organising themes in science education: science learning; culture, gender and society and science learning; science teaching; curriculum and assessment and science teacher education. Related learning theories, research methodologies and the discipline-specific nature of science in relation to education unfolds throughout these five categories.

Outcomes

Upon successful completion of this unit students should be able to:

demonstrate a general understanding of the range of science education research
demonstrate an understanding of how learning theories, research methodologies and the discipline-specific nature of science impact on our conceptions of science education and science education research
use appropriate theories, methodologies and knowledge bases of science education to explore one area of science education research in depth
communicate their in-depth understanding of an area of science education research to a range of audiences
develop confidence to position themselves as leaders in science education.

Assessment

Exploring the dimensions of science education research (4000 words equivalent, 50%)
Translation of science education research (4000 words equivalent, 50%)

Chief examiner(s)

Associate Professor Debra Panizzon

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face to face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for flexible students:

12 contact hours and 24 hours equivalent of online activities over the semester or
36 hours equivalent of online activities over the semester

(b.) Additional requirements (all students):

independent study to meet the minimum required hours per semester

This unit applies to the following area(s) of study

Education - Expert teaching practice
Education - General

Prohibitions

EDF6401 and EDF6402