Course Title: Science and Technology Education

Part A: Course Overview

Course Title: Science and Technology Education

Credit Points: 12


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2288

Bundoora Campus

Postgraduate

360H Education

Face-to-Face

Sem 1 2015,
Sem 2 2009,
Sem 2 2012,
Sem 2 2013,
Sem 2 2014

TCHE2354

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2011

Course Coordinator: Dr Adam Bertram

Course Coordinator Phone: +61 3 9925 7095

Course Coordinator Email:adam.bertram@rmit.edu.au

Course Coordinator Availability: By Appointment via email


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

This is a core course that focuses on the key theoretical and pedagogical perspectives and issues in Science and Technology education. This course endeavours to create learning environments where students can develop an interest in, and an understanding of, the nature of science and science learning.  Students will be introduced to key concepts and processes in the science and technology primary curriculum. This course will
introduce students to innovative learning theories and teaching approaches in Science and Technology.


Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Evaluate and reflect on past and present Science and Technology education experiences.
• Develop an attitude of inquiry, curiosity and confidence for Science and Technology.
• Understand the nature of Science and Technology as a key learning area in the primary setting.
• Draw from contemporary learning theories and research when planning, implementing and assessing Science and Technology curriculum.
• Develop a variety of learning and teaching strategies for teaching Science.


Upon completion of this course students will be able to:
• Reflect critically on the role of teachers of science and technology.
• Confidently discuss the nature of science and technology, some key science and technology concepts and processes, and how these can be translated for primary students.
• Appreciate contemporary issues and dilemmas associated with science and technology education.
• Apply the skills and knowledge necessary for planning, implementing and assessing curriculum driven by science and technology.
• Design and implement curricula that integrate science with 14 other key learning areas, particularly the links with technology, using a variety of media and learning environments.

ICT Outcomes
At the conclusion of this course, students will have demonstrated and/or acquired the following ICT capabilities:
• Awareness of a range of contemporary ICT resources suitable for the classroom.
• Understandings of how ICT resources can be integrated in meaningful ways that take into account students’ existing and diverse technological skills and to produce engaging and challenging curriculum.
• Skills in using ICT for communication, presentation, work preparation and implementation.
• Personal proficiency in using ICT.

VIT Standards
This course is aligned with the following standards:
• Teachers know how students learn and how to teach them effectively.
• Teachers know the content they teach.
• Teachers plan and assess for effective learning.
• Teachers create and maintain safe and challenging learning environments.
• Teachers use a range of teaching strategies and resources to engage students in effective learning.


Overview of Learning Activities

Students’ learning in this course will involve a range of activities, including, but not limited to, workshops, on-line and face to face lectures, excursions, reading and web based research, collaborative work with peers, and peer teaching.


Overview of Learning Resources

Students should refer to Part B of the course guide for further information on Learning Resources.


Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, written, oral or performance based assessment).

Students should refer to Part B of the course guide for further information on assessment.