Unit Outline

This unit introduces you to the foundations of primary science education. 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, explicit instruction, 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 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 reflective practice.

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 settings.
2	Relate the Big Ideas and key scientiﬁc concepts to the science curriculum to support the development of scientiﬁc literacy.
3	Design science demonstrations and lessons appropriate for primary school 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

Restructure of assessment tasks to better complement the assessment requirements in EPR350.

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:	Microteaching Demonstration	Refer to Assessment Description	50 %	LO1, LO2, LO3, LO4, LO5
Assessment Task 2:	Integrated STEM lesson	Refer to Assessment Description	50 %

Assessment details

Assessment Task 1: Microteaching Demonstration

Task Description:

Assessment Task 1 has three parts where you will plan [Part A] and create a microteaching demonstration in the form of a 4-minute video to explain one scientific concept, including a self- evaluation [Part B] and critical reflection [Part C].
Your completion of this task will be scaffolded, the details of which will be available through MyLO.

Part A: Activity Planning Preamble
In this activity, you will start to map out your microteaching demonstration design for AT1. Your tutors will be able to provide formative feedback regarding your planning before you start creating your video in Part B. You will:
• Provide a brief explanation of your design and the activity you plan to demonstrate.
• Present links to relevant ACARA science learning outcomes (e.g., science strands, general capabilities, cross-curricular priorities);

Part B: Microteaching demonstration
• Provide a rationale for your microteaching demonstration design (.e.g., learning goal, concept, possible alternative conception(s), justiﬁcation of the appropriateness of the demonstration for your selected learner’s year level supported by the literature);
• Present links to relevant ACARA science learning outcomes (e.g., science strands, general capabilities, cross-curricular priorities);
• Present a high-quality video (e.g., clear narration, scientiﬁcally accurate, confident demonstration of skills, within the time limit);
• Complete a self-evaluation of your microteaching demonstration using a provided self-assessment template; and
• Correctly use scholarly conventions (e.g., age-appropriate, APA style, appropriate references and sources).
Your marker will provide you with feedback regarding the video you have created and assess your self-assessment, both of which will inform Part C.

Part C: Critical Reflection
• Provide a personal reflection incorporating scholarly literature, which indicates next-steps teaching and inclusion in Assessment Task 2.
• Correctly use scholarly conventions (e.g., age-appropriate, APA style, appropriate references and sources).
See ‘Resources for digital teaching resources’ in the AT2 module for a more detailed explanation of this task, which features www.slowmation.com and www.digiexplanations.com for examples and resources.
Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1-2.4, 3.1, 3.4, 3.5, 6.3

Task Length:

1500 word equivalent

Due Date:

Refer to Assessment Description

Weight:

50 %

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 2: Integrated STEM lesson

Task Description:

Assessment Task 2 is comprised of two parts. Using a provided template, you will create an Integrated STEM lesson with science and one other learning area (Digital Technologies, Design Technologies or Mathematics). Your sequence will feature one (1) lesson and incorporate your microteaching demonstration from Assessment Task 1. Finally, you will reﬂect on your own learning and engagement in the unit EPR150 as a primary science educator and relate it to the AITSL Teacher Standards.
Your completion of this task will be scaffolded, the details of which will be available through MyLO.

Part A: Lesson
Create an Integrated STEM lesson that leads with science and one other learning area (Digital Technologies, Design Technologies or Mathematics). You will provide a rationale for your pedagogical decision making, provide clear connections to the Australian science curriculum and clearly identify the intended learning goals of the sequence. In designing your lesson, you will draw on your classroom experience (e.g., Professional Experience placements, Limited Authority to Teach (LAT) employment ; or the like).
Preamble: Situate the lesson in the ‘Explain’ phase of the 5 E’s, outlining your rationale for undertaking the lesson in the way that you do.

Lesson Plan:
Design an ‘Explain’ phase lesson. You will use a lesson planning template that will be provided to you. You will outline activities, formative assessment opportunities and teaching strategies within the lesson. At least one activity must include explicit instruction. The lesson will also feature the microteaching demonstration you developed in Assessment Task 1.

Part B: Reflection
Undertake a ﬁnal reﬂection based on your own learning and engagement in the unit EPR150 as a primary science educator and relate to the AITSL Teacher Standards.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1-1.6, 2.1-2.4, 3.1-3.5, 4.1, 4.4, 5.1, 5.2, 5.4, 6.1

Task Length:

1500 words

Due Date:

Refer to Assessment Description

Weight:

50 %

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.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

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.

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.) (2025). Teaching primary science constructively (8th 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

Recommended reading materials

These materials will be useful to your developing knowledge and understanding of the content in this unit, but you are not required to purchase them. When seeking sources of evidence to support your assignment work, you will find these a useful starting point. These materials are available for a limited loan period from the University Library collection.

Ainsworth, S., Prain, V. and Tytler, R. (2011) Drawing to Learn in Science. Science, 333, 1096-97.
Campbell, C., Jobling, W., & Howitt, C. (2021). Science in early childhood. Cambridge University Press.
Corrigan, D. (2020). Implementing an integrated STEM education in schools: Five key questions answered. Education Futures Spotlight Report 2. Education Futures, Monash University. https://apo.org.au/node/307630Fitzgerald, A., & Corrigan, D. (Eds.). (2020). Science Education for Australian Students: Teaching Science from Foundation to Year 12. Routledge.
Price, K. & Sambono, J. (2019). Is Bending and Twisting Really Science? In Kaye Price and Jessa Rogers (Eds.) Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession (pp. 162-190). 3rd edition. Cambridge.
Quinn, F., Elliott, S., Taylor, N., Littledyke, M. (2015). Education for Sustainability in Primary Science Education. In N. Taylor, N., F. Quinn, & C. Eames, Educating for Sustainability in Primary Schools: Teaching for the Future (pp. 91-119). Sense Publishers.
Sawitri, D. R. (2017). Education for sustainable development: How early is too early?. Advanced Science Letters, 23(3), 2559-2560. https://doi.org/10.1166/asl.2017.8699
Tutt, C. (2021). The First Scientists. Deadly Inventions and Innovations from Australia's First Peoples. Hardie Grant.
Tutt, C. (2021). Deadly science series. https://deadlyscience.org.au/shop/
Australian Geographic Deadly Science: Animal Adaptations
Australian Geographic Deadly Science: Animal Survival
Australian Geographic Deadly Science: Earths Changing Surface
Australian Geographic Deadly Science: How Plants Thrive
Australian Geographic Deadly Science: Life Cycles
Australian Geographic Deadly Science: Renewable Resources
Australian Geographic Deadly Science: The Solar System
Australian Geographic Deadly Science: Wild Weather
Ward, N. M., Garrard, G., Gregg, E. A., May, B., Wandin, D., Harrison, M., ... & Bekessy, S. A. (2023). “Totemic species” can be an effective lens for engaging students with Indigenous knowledge and biodiversity conservation. Conservation Science & Practice, e12904.

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.

Other required resources

Online students will access a list of required materials in the Introduction module. These are items you can pick up at your local supermarket and hardware stores.