Course Title: Science and Technology 2: Investigating in the Sciences

Part A: Course Overview

Course Title: Science and Technology 2: Investigating in the Sciences

Credit Points: 12.00


Course Code




Learning Mode

Teaching Period(s)


Brunswick Campus


360H Education


Sem 1 2012,
Sem 1 2013,
Sem 1 2014,
Sem 1 2015


Bundoora Campus


360H Education


Sem 1 2011,
Sem 1 2012,
Sem 1 2013,
Sem 1 2014,
Sem 1 2015

Course Coordinator: Andrew Gilbert

Course Coordinator Phone: +61 3 9925 9164

Course Coordinator Email:

Course Coordinator Location: Brunswick campus

Pre-requisite Courses and Assumed Knowledge and Capabilities

Non listed

Course Description

This is a core course that focuses on how basic inquiry processes are fundamental to the development of scientific thinking and understanding. It explores how understanding science is essential for assessing problems of contemporary life and for harnessing its potential to provide solutions. Students will be encouraged to confront stereotypical perspectives and previous experiences of science education, and critically evaluate these in terms of their future roles as teachers of primary science. Students will work collaboratively with both peers and professional teachers to develop understandings of a range of theoretical perspectives in science education, and to explore these alongside practical teaching experiences.

Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Develop critical reflective practitioner skills in science education.
• Develop professional skills and strategies for collaborative and cooperative teaching and learning.
• Deepen understanding and appreciation for the role of science now and into the future.
• Become more aware of primary students’ attitudes and understandings of science.
• Use a range of strategies for effectively engaging primary students with science.
• Increase confidence and skills in teaching science in the primary classroom.

Upon completion of this course students will be able to:
• Discuss the nature, and role, of science in contemporary society and the lives of learners.
• Discuss the importance, aims and styles of a range of pedagogies and curricula in the sciences.
• Confidently plan and implement engaging and effective inquiry-based science curricula in which science, mathematics, literacy and technology are appropriately integrated.
• Critically evaluate the effectiveness of strategies to enable assessment of and for learning in the sciences.
• Participate professionally in collaborative planning, critical evaluation and cooperative teaching in the primary classroom.
• Apply a critical approach to improving their knowledge and skills in the sciences.

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.

VIT Standards
This course is aligned with the following standards:
• Teachers know the content they teach.
• Teachers plan and assess for effective learning.
• Teachers use a range of teaching strategies and resources to engage students in effective learning
• Teachers reflect on, evaluate and improve their professional knowledge and practice

Overview of Learning Activities

Students’ learning in this course will involve a range of activities including workshops, on-line research, curriculum design and implementation, collaboration with peers and practicing teachers, discussion and readings in order to support the development of the learning outcomes of this course.

Overview of Learning Resources

See part B

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, the development of a sequence of lessons and a journal for analysis of learning).

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