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EDUC6860 - Sem 1 2010 to Sem 2 2010 - St Lucia - Internal
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Unauthenticated View
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Printed: 15 February 2010, 07:56PM
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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. =
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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
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1.1 Course Details
Course Code: EDUC6860 Course Tit=
le: Science 21: Specialist Teaching Area
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 =
Contact Hours=
Per Week: 2W =
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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.
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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
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1.3 Course Staff
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Course Coordinator: Dr Tony Wright
&nb=
sp; Email: anthony.wright@uq.edu.au
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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 =
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1.4 Timetable
Timetables are available on mySI-net.
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2. Aims, Objectives & Graduate Attributes
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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>
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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.
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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 ATTRIBUTE LEARNING 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, 7 A5. 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, 7 B2. The ability to interact effectively with others in order to w=
ork towards a common outcome. 1, 2, 3, 4, 5, 6, 7 B3. The ability to select and use the =
appropriate level, style and means of communication=
. 1, 2, 3, 4, 5, 6, 7 B4. 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, 7 C3. The a=
bility to generate ideas and adapt innovatively to changin=
g environments. 1, 2, 3, =
4, 5, 6 C4. 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, 7 D3. 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, 7 E2.=
An appreciation of the philosophical and soci=
al contexts of a discipline. =
1, 3, 4, 5, 6, 7 E4. A knowledge and respect of ethi=
cs and ethical standards in relation to a major area of study=
. 1, 2, 4, 5, 6, 7 E5. A kn=
owledge of other cultures and times and an apprecia=
tion of cultural diversity. 3, 6, 7
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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.
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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
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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/=
).
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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.
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4. Teaching & Learning Activities
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4.1 Learning Activities
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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
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Standard 5
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5. Assessment
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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.
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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 1 Aug 10 - 1 Aug 10 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
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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.
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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
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Standard 2
Practice
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Standard 3
Practice
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Standard 4
Practice
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Standard 5
Practice
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Knowledge
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5.5 Assessment Detail
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Explainin=
g a Concept
Type: Presentation
Learning Objectives=
Assessed: 1, 2, 3, 6, 7
Due Date:
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25 Apr 10 - 25 Apr 10
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Weight: 33%
=
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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:
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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
Learning Objectives
1
2
3
4
5
6
7
Learning Activities
Introduction (Seminar)=
=
&nb=
sp;
&nb=
sp;
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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"../images/dot.jpg")
&nb=
sp;
&nb=
sp;
Inquiry lea=
rning - Part Two (Seminar)
=
&nb=
sp;
&nb=
sp;
Assessment =
- Part One (Seminar)
=
&nb=
sp;
&nb=
sp;
Integrated =
Curriculum (Seminar)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
Presentatio=
ns (Presentation)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Presentatio=
ns (Seminar)
=
&nb=
sp;
&nb=
sp;
&nb=
sp;
&nb=
sp;
Assessment Tasks
Explaining a Concept
=
=
![3D"selected"](3D"../images/do=)
=
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Designing an Inquiry
=
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Assessment Task
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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:
Learning Objectives
1
2
3
4
5
6
7
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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=
=
=
![3D"selected"]()
=
=
=
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=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
<=
strong>A4. An understanding of how other disciplines =
relate to the field of study.
=
=
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=
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=
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=
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=
![3D"selected"]()
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=
![3D"selected"]()
=
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=
=
=
![3D"selected"]()
=
=
=
<=
strong>A5. An international perspective on the field of =
study.
=
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=
=
=
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=
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=
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=
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=
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=
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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.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
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=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>B2. The ability to interact effectively with others in order to work towards a common outcome.
=
=
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=
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=
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=
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=
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=
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=
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=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>B3. The ability to select and use the a=
ppropriate level, style and means of communication.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>B4. The ability to engage effectively and appr=
opriately with information and communication technologies.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
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=
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=
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=
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=
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=
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=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
C INDEPENDENCE AND CREATIVITY
=
<=
strong>C1. The ability to work and learn independentl=
y.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>C3. The ability to generate ideas and adapt in=
novatively to changing environments.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
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=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
<=
strong>C4. The ability to identify problems, create s=
olutions, innovate and improve current practices.
=
=
![3D"selected"]()
=
=
=
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=
=
=
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=
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=
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=
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=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
D CRITICAL JUDGEMENT
=
<=
strong>D1. The ability to define and analyse problems=
.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
<=
strong>D2. The ability to apply critical reasoning to is=
sues through independent thought and informed judgement.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>D3. The ability to evaluate opinions, make dec=
isions and to reflect critically on the justifications for de=
cisions.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
E ETHICAL AND SOCIAL UNDERSTANDING =
=
<=
strong>E1. An understanding of social and civi=
c responsibility.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>E2. An appreciation of the philosophical a=
nd social contexts of a discipline.
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study.
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
<=
strong>E5. A knowledge of other cultures and t=
imes and an appreciation of cultural diversity.
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
=
=
=
=
=
=
![3D"selected"]()
=
=
=
![3D"selected"]()
=
=
=
=
=
=
feedback&=
nbsp;
Authorised by: Deputy Vice-Chancellor (Academic)
Maintained by: Software Services
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= 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
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
Coordinating Unit: School of Education
Level: Undergraduate
Location: St Lucia
Number of Units: 2 = Contact Hours= Per Week: 2W = =
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.
=
=
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.
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:
= = = = =
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/= ).
=
=
<= 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
= =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 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
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Standard 1
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=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.
=
=
=
=
=
|
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:
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
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2
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4
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5
|
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|
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Standard 1
|
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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>
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
=
Learning Objectives= Assessed: 1, 2, 3, 6, 7
= 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.
=
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>
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.
Learning Objectives= Assessed: 1, 2, 3, 4, 6, 7
= 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.
= 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>
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.
Learning Objectives= Assessed: 1, 2, 3, 4, 5, 6, 7
= 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.
= 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)
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.
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.
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
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.
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.
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.
Assessment & Learning Activities
| Learning Objectives | |||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 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) | =
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| Inquiry lea= rning - Part Two (Seminar) | =
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| Assessment Tasks | |||||||
= = = =
Graduate Attributes
Successfu=
lly completing this course will contribute to the recognition of your at=
tainment of the following UQ (Undergrad Pass) graduate =
attributes:
| Learning Objectives | |||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 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>A5. An international perspective on the field of = study. | == = | =
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| B EFFECTIVE COMMUNICATION | |||||||
| <=
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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>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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Authorised by: Deputy Vice-Chancellor (Academic) Maintained by: Software Services Last Updated - 24 May , 2006 |
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