6 points, SCA Band 1, 0.125 EFTSL
Postgraduate - Unit
Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.
- First semester 2017 (Day)
This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5138).
This unit introduces students to the language, methods and major ideas useful in contemporary science teaching and focuses on content, pedagogy and the interrelationships between them, laying a strong foundation for career-long professional learning. Students develop their subject matter knowledge and skills from critically engaging with national and international research literature relevant to teaching in secondary schools and they refine their attitudes through reflecting on their past and current experiences. The unit draws on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection enabling pre-service teachers to apply evidence-based teaching approaches that successfully facilitate student learning. Pre-service teachers are assisted to trial and critique a wide variety of purposeful and effective teaching strategies including the implementation of information and communication technology (ICT) skills and techniques considered essential for establishing a productive, diverse and sustainable secondary classroom. The unit emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through engaging with theory, research and critical reflection on experience.
Upon successful completion of this unit students should be able to:
- acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of science
- translate conceptual ideas and processes about science into classroom learning activities for students
- develop an understanding of a constructivist perspective on learning and its implications and a variety of assessment techniques available for use in science education classrooms
- demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of science concepts across a range of disciplines
- critically understand the principles of curriculum design as these relate to the content of current general science curricula
- demonstrate inclusive practices in the teaching of science that account for the diverse experiences and social and cultural backgrounds of their students
- use and creatively integrate information and communication technologies (ICT) to enhance student engagement and conceptual understanding.
Research report (2000 words, 50%)
Reflective task and classroom presentation (2000 words, 50%)
Minimum total expected workload equals 144 hours per semester comprising:
- Contact hours for on-campus students:
- 3 contact hours per week
- Additional requirements:
- independent study to make up the remaining hours per week
See also Unit timetable information
This unit applies to the following area(s) of study
Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)
A minor sequence in general science and a minor sequence in one of biology, chemistry, earth science (geology), environmental science or physics together with a two-unit sequence in another of these areas of study.