Unit Outline

This unit introduces you to the foundations of primary science education, with an F-3 (or early childhood*) focus. It focuses on the purpose and relevance of science as it relates to everyday life as well as contemporary issues of sustainability, and how they can be addressed at age-appropriate levels.

This unit develops your scientific literacy alongside your understanding of scientific concepts and big ideas across the four disciplines in the primary science curriculum. It introduces the theoretical and practical basis for science teaching and learning as it is implemented in schools and in the community. This unit draws from constructivist, socio-cultural, and place-based approaches to teaching science, through guided-inquiry, conceptual learning, multimodal representations, hands-on, and interactive methods in relevant contexts.

You will develop skills to integrate learning outcomes, general capabilities, and cross-curricular priorities in the Australian curriculum, to develop, deliver, and reflect on evidence-informed science learning experiences and lessons. You will also develop strategies to apply inclusive and culturally responsive pedagogies, including First Nations ways of knowing, and how these contribute to understanding the natural world. As part of your emerging professional identity as a pre-service science teacher, you will also engage in ongoing reflective practice throughout the unit.

*For those enrolled in the Early Childhood program

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	Explain the contemporary theories of teaching and learning science for primary school (or early childhood) settings.
2.	Describe scientific concepts and Big Ideas in the science curriculum and how they relate to scientific literacy.
3.	Design and deliver learning experiences and sequences appropriate for primary school (or early childhood) students.
4.	Reflect on your emerging professional identity as science educators through ongoing critical reflective practice.
5.	Communicate in a scholarly manner.

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Quizzes - Hurdle Task	See the MyLO site for the due date	20 %	LO1, LO2
Assessment Task 2:	Microteaching	See the MyLO site for the due date	30 %	LO1, LO2, LO3, LO4, LO5
Assessment Task 3:	Lesson Sequence	Week 8	50 %	LO1, LO2, LO3, LO4, LO5

Assessment details

Assessment Task 1: Quizzes - Hurdle Task

Task Description:

Assessment Task 1: Quizzes

Demonstrate an understanding of pedagogical content knowledge appropriate for primary (or early childhood science education).
Complete four online quizzes scheduled throughout the semester, addressing the following topics:
• theories of teaching and learning science;
• scientific concepts and Big Ideas across the science curriculum;
• perspectives in science education (e.g., Sustainable Development Goals, First Nations); and
• primary (or early childhood) science curricula (science understanding, science inquiry skills, science as a human endeavour, general capabilities, cross-curriculum priorities, achievement standards).

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2,4

Task Length:

4 quizzes - 30 minutes each

Due Date:

See the MyLO site for the due date

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Describe the theories of teaching and learning for science education	LO1
2	Explain scientific concepts and big ideas across the Australian Curriculum	LO2

Assessment Task 2: Microteaching

Task Description:

Part A:
Create and record a demonstration (800 word equivalent) to explain a scientific concept. Your microteaching demo will be based on the relevant ACARA curriculum (or Early Years Learning Framework), target a specific scientific concept, and address possible alternative conceptions. Your demonstration must involve using physical materials relevant to your chosen age-level.
For Part A: you will upload your 4-minute demonstration to MyLO, as an MP4 video.

Part B:
Critically evaluate one other demonstration by providing evidence-informed peer feedback (approx.100 words).
You will submit a text based summary of this task, with the following components:
• an overview of the activity (e.g., learning goal, concept, possible alternative conceptions, relevant considerations) (approx. 100 words);
• links to relevant ACARA curriculum (or Early Years Learning Framework); and,
• an evidence-based personal reflection of your demonstration, based on peer feedback and relevant literature (approx. 200 words).

For Part B: you will upload your responses to MyLO using the provided template. Remember to post your own video BEFORE evaluating another.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 6.3

Task Length:

Four-minute video demonstration, critical evaluation and reflection (1200 word equivalent)

Due Date:

See the MyLO site for the due date

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Explain key aspects of the learning experience	LO1, LO2
2	Produce a clear and accurate demonstration and share online	LO2, LO3
3	Provide evidence-based feedback for peer evaluation and personal reflection	LO1, LO4
4	Communicate through use of scholarly conventions (e.g., APA referencing, punctuation, grammar, sentence structure, word choice)	LO5

Assessment Task 3: Lesson Sequence

Task Description:

Create a 150 minute learning sequence featuring the Engage, Explore, Explain, and Evaluate phases of the 5Es. The sequence may incorporate your revised ‘explain’ activity from Assessment Task 2. This task comprises the following components:
Rationale:
Drawing on research literature for effective science teaching and learning, explain the rationale for your learning sequence, inclusive of the following components: an overview of your lesson sequence; relevant links with the ACARA curriculum (or Early Years Learning Framework), as they relate to the Big Ideas, target concepts, possible alternative conception(s), and relevant representations; justification for learning and assessment activities, and considerations for implementation (500 words).
Learning Sequence:
Design your learning sequence to follow the 5Es scaffold in the provided template, featuring student-centred learning & assessment activities. At least one activity should have a First Nations focus (800 words). Include one example of the teacher-led instructional materials/resources and one example of the student materials/resources (e.g., something that is provided to the students), and where you sourced these (not in word count; place into Appendices)
Reflection: As part of your evidence-informed practice, reflect on your emerging professional identity as a science educator, based on the following sources: evidence of your own learning and engagement in this unit (e.g., Learning you Best’, weekly reflections, discussion forums, peer feedback, Padlet posts); experiences in learning environments (e.g., placements, schools, after-school program) and the research literature. Use the following prompts to guide your response:
• personal learning and engagement in this unit
• any changes to confidence and capability in teaching science;
• opportunities and challenges in implementing contemporary science PCK for primary school (or early childhood) settings; and
• strategies to improve your science PCK during placement and beyond (500 words).

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.4, 6.3, 6.4

Task Length:

1800 words (Excluding reference list and appendices)

Due Date:

Week 8

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Provide an evidence-based justification for the lesson sequence (i.e. rationale)	LO1, LO2
2	Design the learning sequence	LO2, LO3
3	Reflect on your emerging professional practice	LO1, LO4
4	Communicate through use of scholarly conventions (e.g., APA referencing, punctuation, grammar, sentence structure, word choice	LO5

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

It is strongly encouraged you have your own copy of the textbook as it is a foundational resource for the two core units in science education, EPR150 and EPR350. For the remaining required readings, it is important that you have ongoing access to them, so they will be available for a limited loan period from the University of Tasmania Library collection.

Textbook:
Skamp, K. & Preston, C. (Eds.) (2021). Teaching primary science constructively (7th edition). Cengage Learning. https://au.cengage.com/c/isbn/9780170443401/

Other:
Harlen, W. (Ed.) (2010). Principles and Big Ideas of Science Education. https://www.interacademies.org/sites/default/files/publication/principles-and-big-ideas-of-science-education.pdf
Kenny, J. & Cirkony, C. (2018). Teaching using Student Generated Representations (SGRs) in science. In G. Woolcott & R. Whannell, R. (Eds.), Science teaching theory and practice: Engaging with scientific thinking, problem solving and real-world contexts (pp. 141-67). Cambridge Publications.
SASTA (2021). Teaching Indigenous Science. A resource guide for science educators. SASTA Journal, No. 1. https://indd.adobe.com/view/78697e1f-b411-4d6a-9b2e-8666dbd16500Recommended readings