units

EDF3035

Faculty of Education

18 September 2017 27 April 2024
Monash University

Undergraduate - Unit

This unit entry is for students who completed this unit in 2015 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

6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 4 2015 (On-campus block of classes)
Coordinator(s)Associate Professor Gillian Kidman (Berwick); Mrs Deborah Moore (Peninsula)

Synopsis

This unit focuses on how young children develop understandings in science, technology and environmental education in a variety of cultural contexts. Students research everyday environments at home and in the community to determine science and technology affordances and apply well-developed judgements for turning everyday concepts into scientific concepts. The teaching of these areas is examined from a range of theoretical perspectives and in relation to relevant curricula, e.g. Early Years Learning Framework (EYLF), AusVELS and the Australian Curriculum. Attention is paid to learning across the institutional settings of home, centre and classrooms and students are expected to research and conceptualise both pedagogies and programs in ways that promote and meaningfully engage young children's learning of science, technology and environment.

Outcomes

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

  1. develop advanced theoretical knowledge and understanding of how young children learn scientific and technological concepts in everyday contexts
  2. generate and analyse data associated with researching teaching and learning in science and technology
  3. critique a range of pedagogical approaches that support children's learning in science, technology and the environment
  4. recognise that knowledges are culturally constructed and that a range of world views about science, technology and the environment should be supported in programs in the birth to eight years period
  5. develop high-level observational and analytical skills in discerning children's learning of science and technology in everyday learning environments.

Assessment

Curriculum research project: observational portfolio and analysis of everyday and scientific concepts (1500 words equivalent, 40%)
Science, technology and environmental program and evaluation (2500 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Associate Professor Gillian Kidman

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

Early years education
Early years and primary education
Primary and secondary education
Primary and secondary special education