Content-Type: multipart/related; start=; boundary=----------jCTfLv9mf56z0YLgeWNcLB Content-Location: https://www.courses.uq.edu.au/student_section_loader.php?section=print_display&profileId=36919 Subject: =?utf-8?Q?Print=20View:=20EDUC6860=20-=20Sem=201=202010=20to=20Sem=202=202010=20-=20St=20Lucia=20-=20Internal?= MIME-Version: 1.0 ------------jCTfLv9mf56z0YLgeWNcLB Content-Disposition: inline; filename=student_section_loader.htm Content-Type: text/html; charset=iso-8859-1; name=student_section_loader.htm Content-ID: Content-Location: https://www.courses.uq.edu.au/student_section_loader.php?section=print_display&profileId=36919 Content-Transfer-Encoding: Quoted-Printable Print View: EDUC6860 - Sem 1 2010 to Sem 2 2010 - St Lucia - In= ternal

EDUC6860 - Sem 1 2010 to Sem 2 2010 - St Lucia - Internal

=
= Unauthenticated View
= Printed: 15 February 2010, 07:56PM
= This printed course profile is valid at the date and time specified a= bove. The course profile may be subject to change during the semester =96= the online version is the authoritative version. =
=


This is the publicly-accessible version of this profile, which is sl= ightly incomplete. If you are enrolled in this course you can access the= complete course profile, including assessment criteria and marking deta= ils and full contact information, from the Profile link in your l= ist of enrolled courses in mySI= -net.

1. General Course Information

=

1.1 Course Details

Course Code: EDUC6860 Course Tit= le: Science 21: Specialist Teaching Area
Coordinating Unit: School of Education Semester: Semester 1, 2010 to Semester 2= , 2010    Mode: Internal
Level: Undergraduate
Location: St Lucia
Number of Units: 2 =    Contact Hours= Per Week: 2W = =
Restrictions: Entry to the Graduate Diploma of Education (S= econdary) or entry to Bachelor of Education (Secondary) (Dual degree) pr= ofessional year. =
Incompatible: EU7= 08 & EDUC4072
Course Description: This course is desig= ned to challenge preservice teachers to use their knowledge, expertise a= nd experience to design learning environments that will engage students = in the learning process and cater for a variety of learning styles. This= includes the understanding of & skills to teach, multi-strand science t= o broad range of students to Year 12. Includes design principles, teachi= ng strategies and assessment criteria.
Assumed Bac= kground: There is no assumed background for this course which c= overs general science, but students will require a broad range of chemis= try, physics, biology and earth science for teaching Science21 or Multis= trand Science. Students whose background is weak should acquire appropri= ate science textbooks that cover the content of the course they will be = teaching.
=

1.2 Course Introduction

This Specialist Teaching A= rea course introduces contemporary educational theory and effective prac= tice in the specialist teaching area of general science in the senior ph= ase of schooling.=A0The course is built around three course organisers: = Learning and teaching in the Senior Phase of Schooling in Science; Build= ing Pedagogical Content Knowledge, and Professionalism and Accountabilit= y.=A0
=A0
In the first organiser students will be introduced to the underpinn= ing theoretical frameworks, syllabuses and approaches to teaching releva= nt to science in the senior phase of schooling. While the primary syllab= us discussed with be Science21, the course will also consider the Multis= trand Science syllabus. The particular focus of the course will be the d= evelopment of student=92s knowledge about how to teach the discipline of= science (pedagogical content knowledge). Throughout the course students= will develop their knowledge of assessment and moderation processes in = the senior phase of schooling, and their identities as professionals thr= ough considering their prospective pathways through teaching careers.=A0=
=A0
It is recognised throughout that beginning teachers will be expecte= d to develop their own programs for teaching and learning, and to transl= ate them into action in the classroom.=A0Therefore, emphasis is placed o= n developing practical skills relating to lesson planning and presentati= on, curriculum design and on designing and implementing assessment tasks= .=A0Students will also be encouraged to understand and develop their own= skills as speakers, readers, writers and viewers in a range of social c= ontexts.
=A0
Where possible the teaching and learning approaches used in worksho= ps and tutorials are intended to model strategies that can be used in se= condary classrooms.=A0Collegial, collaborative and reflective practices = are encouraged, modelled and practiced in these sessions as they are fun= damental professional attributes.
=A0

= =

1.3 Course Staff

=
Course Coordinator: Dr Tony Wright &nb= sp;   Email: anthony.wright@uq.edu.au = =

= =
UQ students: Please sign in to mySI-net to view your list of enro= lled courses and click the relevant Profile link to access all co= urse contributor details held in this profile =

= =

1.4 Timetable

Timetables are available on mySI-net.

= = =

2. Aims, Objectives & Graduate Attributes

=

2.1 Course Aims

This course will develop stud= ent=92s knowledge and skills about teaching science in the current Queen= sland senior high school setting. Students will engage with current and = emerging approaches to teaching, focussing on practical issues in the cl= assroom as well as developing ideas about learning and its facilitation.= The course will take a contextual approach in which students develop th= e skills to draw out high school science in emerging fields of science.<= /div>
= =

2.2 Learning Objectives

After successfully completing this= course you should be able to:

1  Analyse science topics, ide= ntifying appropriate levels of conceptual development for the senior pha= se of schooling and appropriate contexts for teaching the topics
2  Use the international research literature in s= cience education to inform their teaching practice
3=   Develop resources including activities, laboratory experimen= ts and units of work for teaching science using a variety of pedagogical= approaches focussing on inquiry learning.
4 &n= bsp;Create pieces of assessment for diagnostic, formative and summative = assessment in the science classroom that align with the Queensland Scien= ce21 syllabus
5  Discuss current issues re= lated to assessment, certification and moderation of student folios in s= cience.
6  Use knowledge of the Queensland= Science21 and Multistrand Science Syllabuses to design effective progra= ms for teaching general science courses in the senior school.
7  Reflect on state, national and international deve= lopments in science education to participate in the community of science= educators in Australia.
= =

2.3. Graduate Attributes

Successfully completing this cours= e will contribute to the recognition of your attainment of the following= UQ (Undergrad Pass) graduate attributes:

GRADUATE ATTRIBUTELEARNING OBJECTIVES = A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY A1. A comprehensive and well-founded knowledge i= n the field of study.1, = 2, 3, 4, 5, 6= A4. An understanding of how other disciplines relate<= /b> to the field of study.1, 2, 3, 4, 5, 7A5. An international perspective on the field of st= udy.2, 4, 5, 7<= /td> B. EFFECTIVE COMMUNICATION B1. The ability to collect, analyse and organ= ise information and ideas and to convey those ideas= clearly and fluently, in both written and spoken f= orms.1, 2, 3, 4, 5, = 6, 7B2. The ability to interact effectively with others in order to w= ork towards a common outcome.1, 2, 3, 4, 5, 6, 7B3. The ability to select and use the = appropriate level, style and means of communication= .1, 2, 3, 4, 5, 6, 7B4. The = ability to engage effectively and appropriately with informati= on and communication technologies.1, 2, 3, 4, 5, 6, 7 = C. INDEPENDENCE AND CREATIVITY C1. The ability to work and learn independently.= 1, 2, 3, 4, 5, 6, 7C3. The a= bility to generate ideas and adapt innovatively to changin= g environments.1, 2, 3, = 4, 5, 6C4. The ability to identify problems, create solutions,= innovate and improve current practices.1, 2, 3, 4, 5, 6, 7 D. CRITICAL JUDGEMENT D1. The ability to define and analyse problems.<= /td>1, 2, 3, 4, 5, 7= D2. The abili= ty to apply critical reasoning to issues through independent t= hought and informed judgement.1, 2, 3, 4, 5, 6, 7D3. The ability to evaluate opinions<= /b>, make decisions and to reflect critically on the justi= fications for decisions.= 1, 2, 3, 4, 7 E. ETHICAL AND SOCIAL UNDERSTANDING E1. An understanding of social and civic resp= onsibility.1, 2, 3, = 4, 5, 6, 7E2.= An appreciation of the philosophical and soci= al contexts of a discipline.= 1, 3, 4, 5, 6, 7E4. A knowledge and respect of ethi= cs and ethical standards in relation to a major area of study= .1, 2, 4, 5, 6, 7E5. A kn= owledge of other cultures and times and an apprecia= tion of cultural diversity.3, 6, 7
= = = = =
= =

3. Learning Resources

3.1 Required Resources

QSA Multistrand Syllabus

QSA Science21 Pilot Syllabus=A0

Copies of both syllabuses may be found on the QSA website: http://www.qsa.qld.edu.au/

You should also download the resources associated with the two syllab= uses.

  =
 

3.2 Recommended Resources

Teaching High School Science Through Inquiry by Douglas Llewellyn (Q181 .L75 2005&nb= sp;).  This is an excellent introduction to the use of inquiry lear= ning. The text is available from the Queensland Science Teachers' Associ= ation, http:/= /www.staq.qld.edu.au/item.asp?pid=3D1163
  =
 

3.3 University Learning Resources

Access to required and recommended r= esources, plus past central exam papers, is available at the UQ Library = website (http://library.uq.edu.au/search/r?SEARCH=3DEDUC6860).
<= br />The University offers a range of resources and services to support = student learning. Details are available on the myServices website = (https://student.my.uq.edu.au/= ).
= =

3.5 Other Learning Resources & Information

This course will make extensive use of the= course Blackboard website. Please check your access to the site as soon= as you can.
= =

4. Teaching & Learning Activities

=

4.1 Learning Activities

= =
Date
Activity
Learning Objecti= ves
23 Feb 10
Introduction (Seminar):
=
2 Mar 10
The Syllabuses (Seminar):
=
9 Mar 10
Introduction to inquiry learning (Seminar): =
Readings/Ref: Syllabus ; Llewellyn = =
1, 2, 3, 6, 7
16 Mar 10
Inquiry learning - Part Two (Seminar):
=
1, 2, 3, 6, 7
23 Mar 10
Assessment - Part One (Seminar):
Readings/Ref: Syllabus ; = =
1, 2, 4, 5, 6
30 Mar 10
Integrated Curriculum (Seminar):
Readings/Ref: Syllabus ; = =
1, 2, 6, 7
6 Apr 10
Presentations (Presentation):
=
5, 6, 7
20 Apr 10
Presentations (Seminar):
=
5, 6, 7
= =

4.2 Other Teaching and Learning Activities Info= rmation

The activities listed in the table above are indicative of the topics= that will be addressed=A0 in the course. Particular topics will be deve= loped and modifed to suit the particular context and student interests.<= /p>

This course=A0requires attendance at the seminar series and participa= tion on the course website. It is recognised that many students have are= unable to attend a seminar for good reason. However if students miss mo= re that=A0one seminar they should speak to the course coordinator and pr= esent evidence such as a medical certificate.

Through the successful completion of the course, students are provi= ded the opportunity to develop practices and knowledge that reflect the = standards developed by the Queensland College of Teachers (QCT) for grad= uates. As a curriculum course, the focus is primarily on the firs= t dimension of the QCT Standards: Teaching and learning (Standards 1 =96= 5) and the teacher=92s role in designing and managing individual and gr= oup learning experiences that:
=95 develop students' understanding=A0 of chemistry and the levels = and areas of chemical knowledge that are appropriate for students.
=95 use appropriate teaching strategies for particular chemical concept= s and topics.
=95 develop students=92 language, literacy and numeracy
=95 are intellectually challenging
=95 value diversity
=95 incorporate effective assessment and reporting of student learn= ing.
=A0
The five standards in dimension one addressed in this course are (o= ther standards are referred to in the course when appropriate, but=A0 ar= e not a primary focus of thecourse):
Standard 1 =96 Design and implement engaging and flexible learning = experiences for individuals and groups.
Standard 2 =96 Design and implement learning experiences that devel= op language, literacy and numeracy.
Standard 3 =96 Design and implement intellectually challenging lear= ning experiences.
Standard 4 =96 Design and implement learning experiences that value= diversity.
Standard 5 =96 Assess and report constructively on student learning= .
=A0
These standards are based on the Professional Standards for Queensl= and Teachers (QCT, 2007). The Practice and Knowledge components i= dentified under each Standard have been given a numerical reference 1-13= for identification. The following table should be read in conjunction w= ith the full description of each Standard and its elements as found in t= he QCT Program Approval Guidelines on http://www.qct= .edu.au/PDF/ProgramApprovalGuidelines.pdf
=A0
Practice and Knowledge components addressed in = the Learning Activities in this course
=A0
=A0
=A0
1
2
3
4
5
6
7
8
9
10
11
12
13
Standard 1
Practice
=A0√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
Standard 2
Practice
√=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0√
√=A0
Standard 3
Practice
=A0√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
=A0
=A0
Standard 4=A0
Practice
√=A0
√=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
=A0
=A0
Standard 5
Practice
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0

=A0.

5. Assessment

=

5.1 Assessment Summary

This is a summary of the assessment in the course. For d= etailed information on each assessment, see 5.5 Assessment Detail below.

= =
=
1 Aug 10 - 1 Aug 10
=
Assessment Task
Due Date
Weighting
Learning Objectives
Presentation
Explaining a Concept
25 Apr 10 - 25 Apr 10
33%
1, 2, 3, 6, 7
Project
Designing an Inquiry
33%
1, 2, 3, 4, 6, 7
Project
Assessment Ta= sk
31 Oct 10 - 31 Oct 10
33%
1, 2, 3, 4, 5, 6, 7

= = =

5.2 Course Grading


Grade X: No assessable= work received.

Grade 1, Fail: Fails to demonstrate most= or all of the basic requirements of the course:

This grade will be assigned based on the assessment rubric han= ded out with the Task Description.



G= rade 2, Fail: Demonstrates clear deficiencies in understanding and a= pplying fundamental concepts; communicates information or ideas in ways = that are frequently incomplete or confusing and give little attention to= the conventions of the discipline:

Th= is grade will be assigned based on the assessment rubric handed out with= the Task Description.



Grade 3, Fail= : Demonstrates superficial or partial or faulty understanding of the= fundamental concepts of the field of study and limited ability to apply= these concepts; presents undeveloped or inappropriate or unsupported ar= guments; communicates information or ideas with lack of clarity and inco= nsistent adherence to the conventions of the discipline:

This grade will be assigned based on the assessment r= ubric handed out with the Task Description.


Grade 4, Pass: Demonstrates adequate understanding and appli= cation of the fundamental concepts of the field of study; develops routi= ne arguments or decisions and provides acceptable justification; communi= cates information and ideas adequately in terms of the conventions of th= e discipline:
This grade will be ass= igned based on the assessment rubric handed out with the Task Descriptio= n.


Grade 5, Credit: Demonstrat= es substantial understanding of fundamental concepts of the field of stu= dy and ability to apply these concepts in a variety of contexts; develop= s or adapts convincing arguments and provides coherent justification; co= mmunicates information and ideas clearly and fluently in terms of the co= nventions of the discipline:

This grad= e will be assigned based on the assessment rubric handed out with the Ta= sk Description.



Grade 6, Distinction= : As for 5, with frequent evidence of originality in defining and an= alysing issues or problems and in creating solutions; uses a level, styl= e and means of communication appropriate to the discipline and the audie= nce:

This grade will be assigned based= on the assessment rubric handed out with the Task Description.



Grade 7, High Distinction: As for 6, wit= h consistent evidence of substantial originality and insight in identify= ing, generating and communicating competing arguments, perspectives or p= roblem solving approaches; critically evaluates problems, their solution= s and implications:

This grade will be= assigned based on the assessment rubric handed out with the Task Descri= ption.


= =

5.3 Late Submission

Assessment tasks are due at the= scheduled time.=A0 Extensions are not normally granted for late submiss= ion of assessment tasks.=A0 Late submission of assessment tasks without = course coordinator approval will result in no grade being awarded for th= e task.=A0 Once marked assessment tasks are made available to students f= or collection, late tasks will be not be accepted for marking.

Where illness or other emergent personal circumstances prevents a stu= dent from presenting an assessment task on a scheduled date, the appropr= iate staff member should be contacted as soon as possible and no later t= han within 24 hours of the due date.=A0 Normally a medical certificate o= r other statutory documentation (e.g. counsellor's letter) must accompan= y this notification.=A0 The course coordinator reserves the right to neg= otiate any special arrangements that may be necessary to accept assessme= nt tasks after the scheduled date.

= =

5.4 Other Assessment Information

A detailed Task Description and= Marking Rubric will be handed out, and will be available on the course = Blackboard website, when the assessment task is introduced.

Successful completion of each of the assessment tasks will provide = opportunity for students to demonstrate development of Practice and Know= ledge components taken from the QCT Standards as identified in the follo= wing table.=A0
=A0
Practice and Knowledge components addressed in = the Assessment tasks in this course=A0
=A0
=A0
=A0
1
2
3
4
5
6
7
8
9
10
11
12
13
Standard 1
Practice
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
=A0
Standard 2
Practice
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Standard 3
Practice
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0
=A0
=A0
=A0
Standard 4
Practice
√=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Standard 5
Practice
√=A0
√=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
=A0√
=A0
=A0
=A0

=A0

= =

5.5 Assessment Detail


=
Explainin= g a Concept
Type: Presentation
Learning Objectives= Assessed: 1, 2, 3, 6, 7
Due Date:

        =  25 Apr 10 - 25 Apr 10
= Weight: 33%
= = Task Description: <= /strong>
In this task you will design and present=A0aset of activiti= es associated with a science concept appropriate for a=A0Science21 or Mu= ltistrand topic. You will present the=A0activity in class, submit the de= scription fo the activity to=A0the course website and then write a refle= ction on the event.=A0 Details of the task will be handed out at the sta= rt of the course.

Criteria & Marking:
UQ students: Please sign in to mySI-net to view your list of enr= olled courses and click the relevant Profile link to access marki= ng criteria held in this profile
=

Des= igning an Inquiry
Type: Project
Learning Objectives= Assessed: 1, 2, 3, 4, 6, 7
Due Date:
        =  1 Aug 10 - 1 Aug 10
= Weight: 33%
= = Task Description: <= /strong>
In this task you will design an experimental inquiry for us= e in a Science21 course. The task will include planning the investigatio= n and the way it will be implemented, testing its feasibility, and desig= ned the assessment that will accompany the task. Details of the requirem= ents that you will submit for the task will be handed out early in the c= ourse.

Criteria & Marking:
UQ students: Please sign in to mySI-net to view your list of enr= olled courses and click the relevant Profile link to access marki= ng criteria held in this profile
= Submission: This task will be submitted = electronically through the course website.

Ass= essment Task
Type: Project
Learning Objectives= Assessed: 1, 2, 3, 4, 5, 6, 7
Due Date:
        =  31 Oct 10 - 31 Oct 10
= Weight: 33%
= = Task Description: <= /strong>
You will negotiate this task with the course co-ordinator a= nd discuss progress with the task at least twice before the task is subm= itted. The assessment task will be related to the Science21or Multistran= d Science courses and be relevant to your teaching experience. You shoul= d choose the task to match your interests and to develop your skills and= knowledge about the teaching of science.

Criteria & Marking:
UQ students: Please sign in to mySI-net to view your list of enr= olled courses and click the relevant Profile link to access marki= ng criteria held in this profile
= Submission: This task will be submitted = electronically to the course website.

6. Policies & Guidelines

 
This section contains the details of and li= nks to the most relevant policies and course guidelines. For further det= ails on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures= .

6.1 Assessment Related Policies and Guidelines

University Policies & Guidelines

An overview of the University=92s= assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/m= yadvisor/index.html?page=3D2910).

Academic Integrity
It is the University's task to e= ncourage ethical scholarship and to inform students and staff about the = institutional standards of academic behaviour expected of them in learni= ng, teaching and research. Students have a responsibility to maintain th= e highest standards of academic integrity in their work. Students must n= ot cheat in examinations or other forms of assessment and must ensure th= ey do not plagiarise.

Plagiarism
The University has adopted the following= definition of plagiarism:

Plagiarism is the act of misrepresenting = as one's own original work the ideas, interpretations, words or creative= works of another. These include published and unpublished documents, de= signs, music, sounds, images, photographs, computer codes and ideas gain= ed through working in a group. These ideas, interpretations, words or wo= rks may be found in print and/or electronic media.

Students are encouraged to read the UQ Academic Integrity and P= lagiarism policy (http://www.uq.edu.au/hupp/index.html?page=3D25128) which make= s a comprehensive statement about the University's approach to plagiaris= m, including the approved use of plagiarism detection software, the cons= equences of plagiarism and the principles associated with p= reventing plagiarism.

Feedback on Assessment
Feedback is essential to e= ffective learning and students can expect to receive appropriate and tim= ely feedback on all assessment.=A0For a detailed explanation of the feed= back you are entitled to, you should consult the policy on Student Acces= s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)

As a student you have a responsibility to incorporate feedback = into your learning; make use of the assessment criteria that you are giv= en; be aware of the rules, policies and other documents related to asses= sment; and provide teachers with feedback on their assessment practices.=

There are certain steps you can take if you feel your result does = not reflect your performance. Please refer to the myAdvisor web site. (
= http://www.uq.edu.au/myadvisor/index.html?page=3D2953)<= /div> =

6.2 Other Policies and Guidelines

University Policies and Guidelines

Placement Courses
S= tudents on a placement course =96 also known as a work placement, intern= ship, industry study, industry experience, clinical practice, clinical p= lacement, practical work, practicum, fieldwork, teaching practice =96 sh= ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/= index.html?page=3D25120) for detailed information.
=A0
Working with Children
Students whose studies incl= ude a professional/work placement, internship, clinical practice, teachi= ng practice or other similar activity which involves them in regular con= tact with children should refer to the University policy, Working with C= hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004= ) to find out how to apply for a =91blue card=92.
=A0
Students with a Disability
Any student with a dis= ability who may require alternative academic arrangements, including ass= essment, in the course/program is encouraged to seek advice at the comme= ncement of the semester from a Disability Adviser at Student Support Ser= vices.=A0Refer to the University policy, Students with a Disability (Dis= ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t= o the policy on Special Arrangements for Examinations for Students with = a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
While it is the responsibility of the relevant faculty to lia= ise with professional and registration bodies regarding the acceptabilit= y of any adjustment to an academic program, the University Health Servic= e can arrange appropriate advice and assistance on personal and public h= ealth issues.=A0
Occupational Health and Safety
Undergraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi= th the University policies on occupational health and safety in the labo= ratory.

= =

Learning Summary

 

Below is a table showing the relationship between the learni= ng objectives for this course and the = broader graduate attributes developed, the learning activiti= es used to develop each objective and = the assessment task used to assess each objective. =

=

Learning Objectives

After successfully completing this= course you should be able to:

1  Analyse science topics, ide= ntifying appropriate levels of conceptual development for the senior pha= se of schooling and appropriate contexts for teaching the topics
2  Use the international research literature in s= cience education to inform their teaching practice
3=   Develop resources including activities, laboratory experimen= ts and units of work for teaching science using a variety of pedagogical= approaches focussing on inquiry learning.
4 &n= bsp;Create pieces of assessment for diagnostic, formative and summative = assessment in the science classroom that align with the Queensland Scien= ce21 syllabus
5  Discuss current issues re= lated to assessment, certification and moderation of student folios in s= cience.
6  Use knowledge of the Queensland= Science21 and Multistrand Science Syllabuses to design effective progra= ms for teaching general science courses in the senior school.
7  Reflect on state, national and international deve= lopments in science education to participate in the community of science= educators in Australia.


Assessment & Learning Activities

= = = = = = = = Explaining a Concept = =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =   = =   = =
3D"selected"
= =
3D"selected"
=
Designing an Inquiry = =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =   = =
3D"selected"
= =
3D"selected"
=
Assessment Task = =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
=
  Learning Objectives
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Learning Activities
Introduction (Seminar)= &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
The Syllabuses (Seminar) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Introductio= n to inquiry learning (Seminar) 3D"selected" 3D"selected" 3D"selected" &nb= sp; &nb= sp; 3D"selected" 3D"selected"
Inquiry lea= rning - Part Two (Seminar) 3D"selected" 3D"selected" 3D"selected" &nb= sp; &nb= sp; 3D"selected" 3D"selected"
Assessment = - Part One (Seminar) 3D"selected" 3D"selected" &nb= sp; 3D"selected" 3D"selected" 3D"selected" &nb= sp;
Integrated = Curriculum (Seminar) 3D"selected" 3D"selected" &nb= sp; &nb= sp; &nb= sp; 3D"selected" 3D"selected"
Presentatio= ns (Presentation) &nb= sp; &nb= sp; &nb= sp; &nb= sp; 3D"selected" 3D"selected" 3D"selected"
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Assessment Tasks

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Graduate Attributes

Successfu= lly completing this course will contribute to the recognition of your at= tainment of the following UQ (Undergrad Pass) graduate = attributes:

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  Learning Objectives
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Graduate Attributes=
A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY
<= strong>A1. A comprehensive and well-founded knowledge= in the field of study. =
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<= strong>A4. An understanding of how other disciplines = relate to the field of study. =
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<= strong>A5. An international perspective on the field of = study. =   = =
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B EFFECTIVE COMMUNICATION
<= strong>B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and sp= oken forms. =
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<= strong>B2. The ability to interact effectively with others in order to work towards a common outcome. =
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<= strong>B3. The ability to select and use the a= ppropriate level, style and means of communication. = =
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<= strong>B4. The ability to engage effectively and appr= opriately with information and communication technologies. =
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C INDEPENDENCE AND CREATIVITY
<= strong>C1. The ability to work and learn independentl= y. =
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<= strong>C3. The ability to generate ideas and adapt in= novatively to changing environments. =
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<= strong>C4. The ability to identify problems, create s= olutions, innovate and improve current practices. =
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D CRITICAL JUDGEMENT
<= strong>D1. The ability to define and analyse problems= . =
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<= strong>D2. The ability to apply critical reasoning to is= sues through independent thought and informed judgement. = =
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<= strong>D3. The ability to evaluate opinions, make dec= isions and to reflect critically on the justifications for de= cisions. =
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E ETHICAL AND SOCIAL UNDERSTANDING
<= strong>E1. An understanding of social and civi= c responsibility. =
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<= strong>E2. An appreciation of the philosophical a= nd social contexts of a discipline. =
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<= strong>E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. = =
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<= strong>E5. A knowledge of other cultures and t= imes and an appreciation of cultural diversity. =   = =   = =
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feedback&= nbsp;
Authorised by: Deputy Vice-Chancellor (Academic)
Maintained by: Software Services
Last Updated - 24 May , 2006
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