Content-Type: multipart/related; start=; boundary=----------0nfhot8Vn83ccZr1gTWzmU Content-Location: https://www.courses.uq.edu.au/student_section_loader.php?section=print_display&profileId=36926 Subject: =?utf-8?Q?Print=20View:=20EDUC6735=20-=20Sem=201=202010=20to=20Sem=202=202010=20-=20St=20Lucia=20-=20Internal?= MIME-Version: 1.0 ------------0nfhot8Vn83ccZr1gTWzmU 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=36926 Content-Transfer-Encoding: Quoted-Printable Print View: EDUC6735 - Sem 1 2010 to Sem 2 2010 - St Lucia - In= ternal

EDUC6735 - Sem 1 2010 to Sem 2 2010 - St Lucia - Internal

=
= Unauthenticated View
= Printed: 15 February 2010, 07:52PM
= 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: EDUC6735 Course Tit= le: Science: Curriculum Foundations
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: 3W = =
Restrictions: Entry to the Graduate Diploma of Education (S= econdary) or entry to Bachelor of Education (Secondary) (Dual degree) pr= ofessional year. =
Incompatible: ED7= 58, EDUC4022 & EDUC4071
Course Description: This course is organ= ised into three modules: the first focusses on pedagogical approaches, t= echnology, materials and media appropriate for teaching science in years= 8 to 10. The second and third modules focus on development of curricul= um, assessment and pedagogical approaches to practical - or activity-bas= ed settings.
=

1.2 Course Introduction

This course prepares stude= nts to teach junior science using a student-centred, inquiry-based appro= ach. The course will focus on developing an understanding of how to use=A0= available resources to design curriculum and integrate assessment, use t= echnologies, design suitable programs of inquiry and build experimental = investigations into the curriculum. While this curriculum foundation cou= rse prepares teachers for junior science, the learning experiences are a= pplicable to other teaching areas including Environmental Science, Biolo= gical Science, Chemistry, Physics and Science 21.

= =

1.3 Course Staff

=
Course Coordinator: Dr Kim Nichols &nb= sp;   Email: k.nichols@uq.edu.au = =

= =
Guest Lecturer: Dr David Geelan = =

= =
Guest Lecturer: Dr Tony Wright = =

= =
Laboratory Manager: Ms Ann Tew = =

= =
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.

Additional Timetable Information
This course is sequenced in three sections with an overall=A0focus=A0= and core content in each section.
=A0
Weeks
Focus
Core content
1-8
I. Curriculum and Assessment
Understanding the National Curriculum and Essen= tial Learnings
=A0
Developing a personal profile of planning and t= eaching strategies
=A0
Introduction to assessment
=A0
Developing life-long learning in science
=A0
9-12
II. Laboratory Practice
Developing safe operating procedures in the lab= oratory
=A0
Junior Science laboratory techniques and activi= ties
=A0
Developing investigative skills
=A0
13-16
III. Professional Development<= /strong>
Current trends and issues in science and scienc= e education
=A0
Lifelong professional learning
=A0
=A0
=A0
The program for each week of the course is provided in section 4.1.=
A maximum of three hours of contact time per week are timetabled fo= r this course. The course is presented as a series of 3 hour workshops t= hat will include a number of formats: lectures, practicals and tutorials= , peer teaching, class discussions and assigned individual and group tas= ks.
=A0=A0
=A0
CLASS TIMES=A0=A0
=A0
The information provided below is up-to-date at the time of the pri= nting of this profile.=A0Students are advised to consult the latest time= table information via my-SI-net.
=A0
Worshop 1:=A0=A0=A0=A0 Monday, 9-11am, Room= s502 Building 24
=A0
Worshop 2:=A0=A0=A0=A0 Monday, 11-1pm, Room= s502 Building 24
=A0
Worshop 3:=A0=A0=A0=A0 Monday, 2-4pm, Room = s502 Building 24
=A0
=A0
=A0

=A0


= = =

2. Aims, Objectives & Graduate Attributes

=

2.1 Course Aims

This Curriculum Foundation co= urse introduces contemporary educational theory and effective practice i= n the key learning area of science. In the first 9 weeks of the course s= tudents will be introduced to the underpinning theoretical frameworks, a= nd approaches to teaching relevant to the Science Key Learning Area. Thi= s part of the course will also include a focus on issues around planning= , innovation and inclusivity in the teaching and learning of science. Fo= llowing the first school placement, students will be introduced to profe= ssional laboratory practice including work, health and safety measures, = risk assessment, contemporary laboratory techniques and investigative sk= ills. Following the second school placement, in the remaining three week= s of the course, students are encouraged to attend professional developm= ent seminars provided by invited guest speakers.=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. Therefore, emphasis is placed on = developing practical skills relating to lesson planning and presentation= , curriculum design and on designing and implementing assessment tasks.=A0=
=A0
= =

2.2 Learning Objectives

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

1  Develop personal programs f= or teaching and learning junior science, and apply them to classroom pr= actice.
2  Demonstrate a practical underst= anding of the Essential Learnings and how they should be utilised in cur= riculum planning.
3  Effectively plan scie= nce lessons and units of work with the appropriate integration of assess= ment using professional resources.
4  Beco= me familiar with work, health and safety issues of laboratory-based acti= vities and an ability to integrate experimental investigations into the = curriculum.
5  Demonstrate an understandin= g of inquiry-based learning and the ability to design inquiry science cu= rriculum.
6  Develop an awareness of conte= mporary issues related to science and science education and an ability t= o integrate them into the science curriculum.
= =

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, 5, 6A4.= An understanding of how other disciplines relate= to the field of study.2= , 4, 5, 6A5. = An international perspective on the field of study.= 2, 5, 6 = 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, = 6B2. The ability to interact effectively with others in order to work= towards a common outcome.3, 5B3. The ability to select and use the appropriate lev= el, style and means of communication.1, 2, 3, 5, 6B4. The ability to engage eff= ectively and appropriately with information and communication tec= hnologies.3, 5, 6 C. INDEPENDENCE AND CREATIVITY C1. The ability to work and learn independently.= 1, 2, 3, 5, 6C3. The ability= to generate ideas and adapt innovatively to changing envi= ronments.1, 2, 3, 5, 6C4. Th= e ability to identify problems, create solutions, innov= ate and improve current practices.1, 3, 4, 5, 6 = D. CRITICAL JUDGEMENT D1. The ability to define and analyse problems.<= /td>1, 3, 4, 5, 6D2. The ability = to apply critical reasoning to issues through independent thou= ght and informed judgement.1, 2, 3, 4, 5, 6D3. The ability to evaluate opinions, <= b>make decisions and to reflect critically on the justificati= ons for decisions.3, 4, = 5, 6 E. ETHICAL AND SOCIAL UNDERSTANDING E1. An understanding of social and civic resp= onsibility.3, 4, 5, = 6E2. An appreciation of the philosophical and social contex= ts of a discipline.2= , 3, 5, 6E4. = A knowledge and respect of ethics and e= thical standards in relation to a major area of study.3, 4, 5, 6E5. A knowledge of other = cultures and times and an appreciation of cultur= al diversity.1, 2, 3= , 5, 6
= = = = =
= =

3. Learning Resources

3.1 Required Resources

QCAR Essential Learnings and Standards. Brisbane:QSA. 3D"URL" =
 

3.2 Recommended Resources

  1. Trowbridge, L.W., Bybee, R.W. & Powell, J.C. (2004). Teac= hing Secondary School Science. Strategies for Developing S= cientific Literacy. Pearson Ohio, USA.
  2. National Research Council of the National Academies (2005). H= ow Students Learn Science in the Classroom. National Academies Press= Washington D.C., USA.
  3. Chiappetta, E.L. & Koballa, T.R. (2006). Science Instruct= ion in the Middle and Secondary Schools. Developing Fundamental Knowledg= e and Skills for Teaching. Pearson, Ohio, USA.
  4. Gallagher, J. (2007). Teaching Science for Understanding: A Prac= tical Guide for Middle and High School Teachers. Pearson, Ohio, USA.
  =
 

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=3DEDUC6735).
<= 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

Blackboard site
A Blackboard site for this course is available to you for access to= course resources, learning materials and=A0assessment tasks as well as = for submission of assignments. You can log on using your UQ ID and passw= ord at http://blackboa= rd.elearning.uq.edu.au.
Teaching/Education journals
  1. Australian Science Teachers Journal=A0=A0=A0= SS&H Library Q183.4.A8A8 and access online through the UQ library catalo= gue system.
  2. School Science Review, SS&H Library Q181.A1S25
  3. The Science Teacher, SS&H Library Q181.A1S35 and access o= nline through the UQ library catalogue system.
  4. American Biology Teacher, SS&H Library QH315.A44 and acce= ss online through the UQ library catalogue system.
=A0Research journals
  1. Journal of Research in Science Teaching, SS&H Library Q18= 1.A1J6 and access online through the UQ library catalogue system.
  2. Studies in Science Education, SS&H Library Q181.A1S75 and= access online through the UQ library catalogue system.
  3. International Journal of Science Education, SS&H Library = Q181.A1E87 and access online through the UQ library catalogue system.
  4. New Scientist, access online through t= he UQ library catalogue system.
  5. Scientific American, access online thr= ough the UQ library catalogue system.
Science Teachers Association of Queensland (STAQ)
The Science Teachers Association of Queensland (STAQ) sponsors a nu= mber of conferences and events to support teachers of science. Being a m= ember of STAQ will help you become more aware of these various events an= d provide significant discounts to attend them as well as access to thei= r journal and newsletter. To apply for membership download the applicati= on form from = http://www.staq.qld.edu.au/item.asp?pid=3D1070. .

= =

4. Teaching & Learning Activities

=

4.1 Learning Activities

= =
Date
Activity
Learning Objecti= ves
22 Feb 10
Introduction to Lesson Planning (Workshop): A= n introduction to lesson planning and junior science classroom activitie= s.
Readings/Ref: Suggested texts (Gallagher, J. = p107) =
1, 3
1 Mar 10
The National Science Curriculum Framework (Workshop):<= /strong> A one hour overview of the National Science Curriculum strands = and Essential Learnings will be provided followed by a 1 hour microteach= ing group session.
Readings/Ref: QCAR ; = =
1, 2, 3
8 Mar 10
Curriculum planning (Workshop): A one hour se= ssion discussing curriculum planning followed by a 1 hour group microtea= ching session.
Readings/Ref: Suggested texts (Ch= iapetta & Koballa, pp88-102, Gallagher, pp12-25) =
2, 6
15 Mar 10
A Practical Guide to Unit Planning (Workshop): An introduction to the group task to be carried out in several subsequ= ent sessions followed by a 1 hour microteaching group session.
Readings/Ref:
Suggested texts (Trowbridge, Bybee & Powell= , pp228-235, Chiappetta & Koballa, pp262-278) =
1, 2, 3
22 Mar 10
Planning and Sequencing Learning Experiences (Workshop= ): A discussion on how to get started when planning a unit of w= ork and descriptions of resources provided followed by a 1 hour workshop= for phase 1 of group unit planning.
Readings/Ref: Suggested texts (Trowbridge, Bybee & Powell, pp228-235, Chiappetta & = Koballa, pp262-278) =
1, 2, 3, 6
1 Apr 10
An Introduction to Inquiry-based Learning (Workshop):<= /strong> A whole class interactive lecture about inquiry-based learning = followed by workshop time allocated to phase 2 of the group unit plannin= g.
Readings/Ref: Suggested texts (Trowbridge, By= bee & Powell, pp180-185, Chiappetta & Koballa, pp142-157, Gallagher, pp3= 0-51) =
1, 2, 3, 5
5 Apr 10 - 9 Apr = 10
VACATION ((1 WEEK)):
=
12 Apr 10
Assessment and Learning (Workshop): A whole c= lass interactive lecture about different types of assessment and how to = integrate assessment into a unit plan followed by workshop time for phas= e 3 of group unit planning.
Readings/Ref: Suggest= ed texts (Trowbridge, Bybee & Powell, pp248-253, Chiappetta & Koballa, = pp74-85 & 278-280, Gallagher, pp91-103) =
1, 2, 3, 6
19 Apr 10
Unit Planning Stage 4 (Workshop): Groups will= have workshop time to carry out phase 4 of the the unit planning.
=
1, 2, 3, 5, 6
26 Apr 10 - 18 Jun&nbs= p;10
PRACTICUM 1 (School Placement):
=
21 Jun 10 - 2 Jul = ;10
VACATION/CAREER ENHANCEMENT WEEK (2 WEEKS): =
=
5 Jul 10
Environmental Science Practical/Activity Stations (Wor= kshop): A workshop will be run on practical activities focussin= g on Environmental Science.
=
1, 2, 4
12 Jul 10
Junior Chemistry Practical/Activity Stations (Peer Tea= ching): Chemistry Teaching Area students will teach a variety o= f practical-based activities at stations around the Science Teaching Lab= oratory.
=
1, 2, 4
19 Jul 10
Junior Biology Practical/Activity Stations (Peer Teach= ing): Biology Teaching Area students will teach a variety of pr= actical-based activities at stations around the Science Teaching Laborat= ory.
=
1, 2, 4
26 Jul 10
Junior Physics Practical/Activity Stations (Peer Teach= ing): Physics Teaching Area students will teach a variety of pr= actical-based activities at stations around the Science Teaching Laborat= ory.
=
1, 2, 4
2 Aug 10 - 24 Sep = ;10
PRACTICUM 2 (School Placement):
=
27 Sep 10 - 1 Oct = ;10
VACATION/ASSESSMENT PREPARATION (2 WEEKS): <= br /> =
4 Oct 10 - 29 Oct = ;10
STUDENT REQUESTS (Complete Assessment): Stude= nts can request a particular topic be discussed.
=
6
= =

4.2 Other Teaching and Learning Activities Info= rmation

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 QCT for graduates. As a curriculum cou= rse, the focus is primarily on the first dimension of the QCT Standards:= Teaching and learning (Standards 1 =96 5) and the teacher=92s role in d= esigning and managing individual and group learning experiences that:
=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: <= /div>
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 element as found in th= e QCT Program Approval Guidelines on http://www.qct.edu.au/PDF/ProgramApprov= alGuidelines.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
=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
=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.

= =
=
29 Mar 10
26 Jul 10
35%
Assessment Task
Due Date
Weighting
Learning Objectives
Reflection
Evaluation of Microteaching Lesson
30%
1, 2, 3
Resource File
Curriculum Planning
35%
1, 2, 3, 4, 5, 6
Article Review
Commentary on L= iterature
29 Oct 10
1, 2, 5, 6

= = =

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 descri= ptor will be related in a more specific manner to each individual assign= ment and highlighted fully in the task-specific criteria sheet.

<= br>
      The minimum percentage required f= or a grade of 1 is: 0%

Grade 2, Fail: Demonstrates clear = deficiencies in understanding and applying fundamental concepts; communi= cates information or ideas in ways that are frequently incomplete or con= fusing and give little attention to the conventions of the discipline: <= i>

This grade descriptor will be related in a more specific manner to = each individual assignment and highlighted fully in the task-specific cr= iteria sheet.



Grade 3, Fail: Demonstrates superfic= ial or partial or faulty understanding of the fundamental concepts of th= e field of study and limited ability to apply these concepts; presents u= ndeveloped or inappropriate or unsupported arguments; communicates infor= mation or ideas with lack of clarity and inconsistent adherence to the c= onventions of the discipline:

This grade descriptor will be relate= d in a more specific manner to each individual assignment and highlighte= d fully in the task-specific criteria sheet.



Grade 4, = Pass: Demonstrates adequate understanding and application of the fun= damental concepts of the field of study; develops routine arguments or d= ecisions and provides acceptable justification; communicates information= and ideas adequately in terms of the conventions of the discipline: =

This grade descriptor will be related in a more specific manner to ea= ch individual assignment and highlighted fully in the task-specific crit= eria sheet.



Grade 5, Credit: Demonstrates substant= ial understanding of fundamental concepts of the field of study and abil= ity to apply these concepts in a variety of contexts; develops or adapts= convincing arguments and provides coherent justification; communicates = information and ideas clearly and fluently in terms of the conventions o= f the discipline:

This grade descriptor will be related in a more = specific manner to each individual assignment and highlighted fully in t= he task-specific criteria sheet.



Grade 6, Distinction:= As for 5, with frequent evidence of originality in defining and ana= lysing issues or problems and in creating solutions; uses a level, style= and means of communication appropriate to the discipline and the audien= ce:

This grade descriptor will be related in a more specific manne= r to each individual assignment and highlighted fully in the task-specif= ic criteria sheet.



Grade 7, High Distinction: As f= or 6, with consistent evidence of substantial originality and insight in= identifying, generating and communicating competing arguments, perspect= ives or problem solving approaches; critically evaluates problems, their= solutions and implications:

This grade descriptor will be related= in a more specific manner to each individual assignment and highlighted= fully in the task-specific criteria sheet.



Other Requ= irements & Comments :

= =

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

Assessment Tasks
As a curriculum course, the focus is primarily on the first = dimension of the QCT Standards: Teaching and learning (Standards 1 =96 5= ) and the teacher=92s role in designing and managing individual and grou= p learning experiences that:
=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: <= /div>
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 val= ue diversity.
Standard 5 =96 Assess and report constructively on student learning= .
=A0
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
=A0
Knowledge
=A0
=A0
=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
=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
= =

5.5 Assessment Detail


=
Evaluatio= n of Microteaching Lesson
Type: Reflection
Learning Objectives= Assessed: 1, 2, 3
Due Date:

        =  29 Mar 10
= Weight: 30%
= = Task Description: <= /strong>
You will design, deliver and evaluate a 10 minute microless= on plan on a science concept that you are unfamiliar with. You will deli= ver=A0the microlesson to a small group of your peers=A0in the first few = weeks of the course and receive peer feedback. You will then evaluate th= e microteaching experience, lesson plan and peer feedback and offer sugg= ested modifications or improvements.

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: Submit this assignment to th= e Blackboard site for the course.



Cur= riculum Planning
Type: Resource File
Learning Objectives= Assessed: 1, 2, 3, 4, 5, 6
Due Date:

        =  26 Jul 10
= Weight: 35%
= = Task Description: <= /strong>
You will design a unit plan on a science topic that runs ov= er several weeks. A detailed assessment plan will also be required. =A0Y= ou will need to outline how you plan to integrate assessment into the un= it and how you will prepare students to carry out their=A0assignments th= rough various learning experiences. You will have the opportunity to pla= n and design=A0the unit=A0of work=A0in a group during a series of tutori= als and submit it for feedback prior to the final submission.

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: Submit this assignment to th= e Blackboard site for the course.

Com= mentary on Literature
Type: Article Review
Learning Objectives= Assessed: 1, 2, 5, 6
Due Date:
        =  29 Oct 10
= Weight: 35%
= = Task Description: <= /strong>
You will submit commentaries on=A04 articles of pers= onal interest taken from=A04 different journals with a science ed= ucation focus (teaching or research). In your commentaries, you will giv= e the full reference, say why you chose the article, give a very brief s= ynopsis, and detail how you react to it, both personally and professiona= lly.

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: Submit this assignment to th= e Blackboard site for the course.



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.

Other Course Guidelines

SCIENCE EDUCATION TEACHING LA= BORATORY POLICIES:
SAFETY OFFICERS: Dr Kim Nichols, Dr Tony Wright
The Science Laboratory does contain chemicals and equipment that if= improperly handled may be dangerous. Drs Nichols and Wright=A0are the S= afety Officers for the Science Laboratory. Any individual projects that = you wish to perform in the laboratory or the adjoining rooms MUST BE CLE= ARED with either Dr Nichols or Dr Wright. You are required to observe al= l the safety rules that apply in the laboratory areas. All accidents mus= t be recorded in the "Accident Log".
SAFETY RULES FOR SCIENCE LABORATORY 502
Often your work in Room 502 will not involve scientific apparatus o= r materials and no special precautions need be taken. However, on those = occasions when chemicals, biological materials and energy sources are in= volved you are asked to conform to the following laboratory rules.
General Laboratory Rules
=95 Nothing (equipment, materials, books) can be taken from the lab= oratory without the express permission of a lecturer. A note of borrowed= objects should be entered in the 'borrowings book' held by the laborato= ry officer.
=95 Equipment and materials must be used only for purp= oses sanctioned by a lecturer. It is not permissible to go beyond the in= structions of the lecturer in any experiment.
=95 At all times you= are expected to conduct yourselves in a careful and businesslike manner= .
=95 Make sure you know the location of safety apparatus in the l= aboratory.
Particular Laboratory Rules
=95 All practicals must be carried out under supervision by a train= ed University of Queensland staff member (in this case Dr. Nichols, Dr. = Wright, Dr. Geelan, Rebecca Bloomer or Ann Tew).
=95=A0Only when=A0a lecturer or the laboratory officer is present i= n the preparation or store rooms are students permitted to be there.
=95 Bottles should be held at the base. Stoppers should not be plac= ed on the bench but should be held in the appropriate manner.
=95 = Be careful that the name on the bottle is EXACTLY the same as that of th= e chemical you require.
=95 Never taste any chemical.
=95 Wi= pe up any spills from floor or benchtop immediately.
=95 Wear gogg= les when using acidic or caustic materials. Confine loose clothing.
=95 Jewellery must be removed if they are at risk of creating a saf= ety hazard.
=95 Feet must be fully covered in order to provide protection from = hot or corrosive liquids.
=95 Long hair to be tied back if there is the potential to come int= o contact with equipment or chemicals.
=95 Do not leave unattended= any apparatus in which a substance is being heated.
=95 All glass= ware, especially tubing, should be handled with caution. When placing tu= bing in stoppers hold glass with duster or rag.
=95 Hands must be = washed after handling chemicals or biological specimens.
=95 All e= lectrical circuits should be double-checked by a colleague before switch= ing on.
=95 Solid waste, animal and organic materials, should be w= rapped and disposed of in marked containers. N.B. All cultures should be= autoclaved in petri dishes before being wrapped and disposed of.
= =95 Microbiology: be aware of the special rules that apply. A special ha= ndout will be available. Bacteria commonly associated with humans are no= rmally NOT to be cultured but there may be exceptions.
=95 Gloves should be used in dissection work.
=95 Students wi= th hearing, sight or olfactory defects must make them known to the lectu= rer. Students wearing contact lenses must notify the laboratory officer.=
=95 When using or producing noxious gases the fume cupboard should= be used.
=A0
SCHOOL-BASED LABORATORY SAFETY GUIDELINES:
You are required to be familiar with the The Department of Educatio= n, Training and the Arts publications regarding safe operating procedure= s for work areas within and outside of the laboratory. Consult "Maintain= ing and Operation of a Safe Laboratory" at http://educ= ation.qld.gov.au/strategic/eppr/health/hlspr012/labmanagement.html a= nd "Maintaining and Operation of a Safe Work Area outside the Laboratory= " at http://education.qld.gov.au/strategic/epp= r/health/hlspr012/outsidelabmaintenance.html for further information= .


= =

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  Develop personal programs f= or teaching and learning junior science, and apply them to classroom pr= actice.
2  Demonstrate a practical underst= anding of the Essential Learnings and how they should be utilised in cur= riculum planning.
3  Effectively plan scie= nce lessons and units of work with the appropriate integration of assess= ment using professional resources.
4  Beco= me familiar with work, health and safety issues of laboratory-based acti= vities and an ability to integrate experimental investigations into the = curriculum.
5  Demonstrate an understandin= g of inquiry-based learning and the ability to design inquiry science cu= rriculum.
6  Develop an awareness of conte= mporary issues related to science and science education and an ability t= o integrate them into the science curriculum.


Assessment & Learning Activities

= = = = = = = = = = = = = = = = Evaluation of Microteaching Lesson = =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =   = =   = =   =
Curriculum Planning = =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
=
Commentary on Literature = =
3D"selected"
= =
3D"selected"
= =   = =   = =
3D"selected"
= =
3D"selected"
=
  Learning Objectives
  1 2 3 4 5 6
Learning Activities
Introductio= n to Lesson Planning (Workshop) 3D"selected" &nb= sp; 3D"selected" &nb= sp; &nb= sp; &nb= sp;
The Nationa= l Science Curriculum Framework (Workshop) 3D"selected" 3D"selected" 3D"selected" &nb= sp; &nb= sp; &nb= sp;
Curriculum = planning (Workshop) &nb= sp; 3D"selected" &nb= sp; &nb= sp; &nb= sp; 3D"selected"
A Practical= Guide to Unit Planning (Workshop) 3D"selected" 3D"selected" 3D"selected" &nb= sp; &nb= sp; &nb= sp;
Planning an= d Sequencing Learning Experiences (Workshop) 3D"selected" 3D"selected" 3D"selected" &nb= sp; &nb= sp; 3D"selected"
An Introduc= tion to Inquiry-based Learning (Workshop) 3D"selected" 3D"selected" 3D"selected" &nb= sp; 3D"selected" &nb= sp;
VACATION (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Assessment = and Learning (Workshop) 3D"selected" 3D"selected" 3D"selected" &nb= sp; &nb= sp; 3D"selected"
Unit Planni= ng Stage 4 (Workshop) 3D"selected" 3D"selected" 3D"selected" &nb= sp; 3D"selected" 3D"selected"
PRACTICUM 1 (Other) = &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
VACATION/CAREER ENHANCEMENT W= EEK (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Environment= al Science Practical/Activity Stations (Workshop) 3D"selected" 3D"selected" &nb= sp; 3D"selected" &nb= sp; &nb= sp;
Junior Chem= istry Practical/Activity Stations (Other) 3D"selected" 3D"selected" &nb= sp; 3D"selected" &nb= sp; &nb= sp;
Junior Biol= ogy Practical/Activity Stations (Other) 3D"selected" 3D"selected" &nb= sp; 3D"selected" &nb= sp; &nb= sp;
Junior Phys= ics Practical/Activity Stations (Other) 3D"selected" 3D"selected" &nb= sp; 3D"selected" &nb= sp; &nb= sp;
PRACTICUM 2 (Other) = &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
VACATION/ASSESSMENT PREPARATI= ON (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
STUDENT REQ= UESTS (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp; 3D"selected"
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
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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=   = =
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<= strong>A4. An understanding of how other disciplines = relate to the field of study. =   = =
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=   = =
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<= strong>A5. An international perspective on the field of = study. =   = =
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3D"selected"
=
=
3D"selected"
=
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"
=
=
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<= strong>B2. The ability to interact effectively with others in order to work towards a common outcome. =   = =   = =
3D"selected"
=
=   = =
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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. =   = =   = =
3D"selected"
=
=   = =
3D"selected"
=
=
3D"selected"
=
C INDEPENDENCE AND CREATIVITY
<= strong>C1. The ability to work and learn independentl= y. =
3D"selected"
=
=
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=
=
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=
=   = =
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<= strong>C3. The ability to generate ideas and adapt in= novatively to changing environments. =
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=
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=
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=
=   = =
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<= 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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D CRITICAL JUDGEMENT
<= strong>D1. The ability to define and analyse problems= . =
3D"selected"
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=   = =
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=
=
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=
=
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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. =   = =   = =
3D"selected"
=
=
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=
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E ETHICAL AND SOCIAL UNDERSTANDING
<= strong>E1. An understanding of social and civi= c responsibility. =   = =   = =
3D"selected"
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=
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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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