Learning Area Physics 2

Subject EDUC90470 (2010)

Note: This is an archived Handbook entry from 2010.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2010:

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Parkville

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment: 125 hours total commitment
Prerequisites: You must have successfully completed the following subject/s prior to enrolling in this subject
Subject
Study Period Commencement:
Credit Points:
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Coordinator

Dr Pam Mulhall

Contact

Education Student Centre
Subject Overview: This subject prepares teacher candidates for the teaching of secondary school physics, especially VCE Physics Units 2 and 4. Pedagogical methods and learning and teaching approaches appropriate to physics are covered. These include the use of classroom instruction, practical laboratory work, and the use of Information and Communication Technology. The subject also explores assessment of physics. In addition, some coverage is devoted to physics as outlined in the Victorian Essential Learning Standards for years 7-10, the International Baccalaureate curriculum, and specific areas of the VCE course unlikely to be familiar to teacher candidates. In combined science, shared with the other science methods, teacher candidates will employ in practice research on children’s naïve conceptions in different Years 7 – 10 science topics, and develop skills in managing communication in peer based learning. Workshops and excursions will strengthen particular content areas. School visits will introduce models of department management and associated career options.
Objectives: On completion of this subject, teacher candidates will be able to:;
  • Be skilled teachers of physics with the theoretical frameworks and practical ability to produce effective learning for a wide range of students, including in junior science;
  • Display a solid current knowledge of the physical sciences, educational contexts and how they interact in effective pedagogy;
  • Understand the links between effective planning teaching and evaluation in physics;
  • Use a variety of technologies in the classroom to assist learning in physics classes;
  • Apply physics understandings to familiar and new contexts;
  • Analyse issues and implications relating to scientific and technological developments and analyse and evaluate the reliability of information and opinions presented in the public domain.
Assessment: There are 2 assessment tasks:
  • Unit plan, due end of semester (2700 words, 66%)
  • EITHER a report on peer-based teaching OR a set of workshop productions (equivalent to 1300 words) due end of semester (34%)
NOTE: Teacher candidates doing one LAS Science subject will do one of these tasks. Teacher candidates doing 2 LAS Science subjects will do both, one in each of their LAS subjects. There is 1 hurdle requirement: • Weekly written tasks
Prescribed Texts:
  • VCAA (2005) VCE Physics Study Design.
  • VCAA (2006) Victorian Essential Learning Standards
  • Collection of readings
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills: On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
  • Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of change.
  • Be flexible and able to adapt to change through knowing how to learn.
  • Understand the significance of developing their practice on the basis of research evidence.
  • Work in teams with skills in cooperation, communication and negotiation.
  • Be independent of mind, responsible, resilient, self-regulating.
  • Have a conscious personal and social values base.
Links to further information: www.education.unimelb.edu.au
Related Course(s): Master of Teaching (Secondary)
Master of Teaching (Secondary)

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