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 2018 (On-campus)
Minor in physics (includes electronics)
Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach
This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5174).
This unit prepares pre-service teachers to teach physics in secondary schools and colleges both as a specialist subject in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). A central focus of the unit is for pre-service teachers to develop and apply critical thinking and reflection. This enables them to build a deep understanding of the importance of developing and implementing an effective pedagogy for teaching physics that can be adapted and applied in diverse educational settings. The unit also builds an advanced knowledge of problematic physics content through an examination of the national and international physics education research literature and the application of 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.
In addition, pre-service teachers are introduced to local and national curricula (junior to senior years) and developments in global physics education so that they are confident about aligning and evaluating their teaching to successfully meet the demands of the curriculum. Throughout the unit, students are encouraged to work collaboratively while being challenged to consider the key issues and dilemmas impacting contemporary physics education in a variety of contexts and how these might be addressed and influence their professional classroom practice.
Upon successful completion of this unit students should be able to:
- articulate and apply their understanding of a constructivist perspective of learning in physics
- link the everyday world of the learner with physics in ways that are meaningful, relevant and engaging
- interpret, critique and implement the language, content and assessment methods in senior physics curriculum documents critical for successful physics teaching in secondary schools and colleges
- develop confidence and a capacity to effectively communicate their advanced physics knowledge using a diverse range of appropriate methods, while planning lessons which encourage purposeful and critical thinking in their students
- demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of physics concepts
- critically understand the principles of curriculum design, the content of current senior physics curricula and the pedagogy of physics education
- apply contexts for the teaching of physics content that accounts for the experiences and social and cultural backgrounds of their students
- use and creatively integrate information and communication technologies to enhance student engagement and conceptual understanding.
Written assignment including research report and lesson design (2000 words, 50%)
Class ICT presentation including reflective journal and discussion of problems (2000 words equivalent, 50%)
Minimum total expected workload equals 144 hours per semester comprising:
- Contact hours for on-campus students:
- 2-3 contact hours per week
- Additional requirements
- independent study to make up the minimum required hours per week
See also Unit timetable information
This unit applies to the following area(s) of study
Primary and secondary education
Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)