Semester 1 starts Feb 17 and Mar 3
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Details for EDU512 Science and Technology

This subject focuses on the Key Learning Area of Science and Technology. Pre-service Teachers will explore relevant science and technology content and strategies to develop in primary students: science and technology knowledge, understandings, skills, attitudes and values. Christian worldview and ethical issues discussed in EDU407 Foundations in Christian Education will be drawn upon when critiquing syllabus content, methodology and teaching resources. 

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU512
  • Credit points: 10

Subject Coordinator

Cassandra Pendlebury

Prerequisite

EDU407 Foundations in Christian Education (this can also be taken as a co-requisite course). 

Unit Content

Outcomes

  1. Demonstrate knowledge of the concepts, substance and structure of the content, assessment, and teaching strategies for the teaching and assessment of science and technology at a K to 6 level. 
  2. Review, select and safely use resources (including digital resources, software and equipment) to support learning and facilitate the understanding of scientific and technological concepts. 
  3. Describe personal competence and professional learning needs in science and technology, as an individual and as part of a cooperative learning team and professional community. 
  4. Demonstrate an understanding of the content and progression of the specified Science and Technology syllabi through the four Stages in the Primary School curriculum. 
  5. Critically appraise the relevant Science and Technology K-6 syllabi, various teaching approaches and the integration of worldview perspectives, and apply this knowledge to plan authentic and engaging learning experiences for diverse learners from K-6. 
  6. Identify and discuss ethical issues relating to science and technology and how these should be considered when planning for and teaching this subject. 

Subject Content

  1. Religion and Science: The search for knowledge, differing methodologies, the history of science and the scientific method (success and failures), scientific thinking, key scientists from the past, Scientific processes (observing, questioning, planning, predicting, testing, collecting, recording and analysing data,  drawing conclusions, writing in science, the literacies of science, creativity and imagination in scientific endeavour), communicating scientific results, ethics in science and the use of technology. 
  2. The Science Curriculum: aligned to current curriculum framework documents, , integrating science across the curriculum, children’s concepts of scientists, scientific equipment, safety and risk management, collaboration, current issues in science, resources for the contemporary primary science class. 
  3. Science and Technology K-6 Syllabus Content: Living World, Material World, Physical World, Earth and Space, Digital Technologies. 
  4. Contemporary pedagogical approaches to science and technology: constructivism, 5 E’s (Engage, Explore, Explain, Elaborate, Evaluate), ‘KWL’ framework, authentic assessment, collaborative learning, problem-based learning, working technologically, emerging theories. 
  5. Differentiating teaching and learning for students in the area of science and technology. 
  6. The relationship between design and technologies and science: ICT technologies (computers, mobile devices, interactive whiteboards, etc), ICT in science education, e-portfolios, assistive/adaptive technologies for students with disabilities, ICT as a productivity tool for both students and teachers, ICT ethics, safety and acceptable use policies, current technology issues including cyber safety of children and Artificial Intelligence. Appropriate use of digital resources for student profiling, reporting and lesson preparation plus administration. 
  7. Managing Information: Advanced searching techniques (internet), evaluating information sources (including social media), locating scholarly information, collecting information (data collection devices, surveys), citing information, plagiarism/copyright/censorship, techniques for managing information, presenting and communicating information, digital and design technologies, multi-modal representations. 
  8. Instructional Design: ID theories, available e-learning and m-learning tools (free and commercial), developing engaging and innovative, interactive and collaborative ICT educational resources, evaluating educational software and resources, limitations of technology. 
  9. Integrated Unit of Work: Teaching philosophy, Developing curriculum support materials (timetables, lesson plans, assessment items, evaluation strategies), Quality assurance (peer assessment, student feedback, personal refection). Design of assessment tasks linked to curriculum outcomes. 

This course may be offered in the following formats

  • ​Face to face on site (extensive) 
  • ​​E-learning (online/asynchronous) 
  • ​​E-learning (online/synchronous) 

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

  1. Lesson Plan: Digital Technologies and 500-word rationale (20%)
  2. Unit of work: Four lessons at four stages and 1000-word rationale (30%)
  3. Integrated Unit of Work and recording (50%)

Prescribed Text

  • Given the rapidly changing nature of science and technology, use will also be made of current documents and reports available on the web. References will also include the most current curriculum requirements for schools.  

Check with the instructor each semester before purchasing any prescribed texts or representative references