Learning Area Biology 1

This subject has the following teaching availabilities in 2012:

Parkville, On Campus

125 hours. 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.

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For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

This subject explores the rationale, resources, methodology and specific techniques appropriate to teaching, learning and assessing Biology, drawing from the current VCAA Biology Study Design (particularly Units 1 and 3) and ACARA. Teaching skills in biological investigation and inquiry, application of biological understandings and communication of biological information and understandings will be developed. In Unit 1 the emphasis is on cell microstructures and functions and systems in functioning organisms and taxonomical research. In Unit 3 the emphasis is on molecular and biochemical processes and medical technologies: investigating DNA structure and proteomics and its application in medicine, cell communication, immunology and bioinformatics. This will be addressed with particular emphasis on the use of ICT to demonstrate and understand structures.

A combined science component, shared with the other science methods, has a focus on the design and management of the general science curriculum and teaching in years 7-10. This is taught through practice with pupils in small groups in school classrooms, and through workshops and excursions delivered by Science education experts. Teacher candidates will be introduced to the use of research on children’s naïve conceptions in various science topics, principles of constructivist teaching, socially situated and peer-based learning, lesson planning, laboratory and classroom management and laboratory safety.
Contemporary ICT practice will be incorporated where appropriate in the development of knowledge, skills and abilities to use ICT to support students learning and professional practice

On completion of this subject, teacher candidates will be able to:
• Show theoretical frameworks and practical ability to produce effective learning for a wide range of school students, including in junior science;
• Display a solid knowledge of the biological sciences, and educational contexts and how they interact in effective pedagogy;
• Understand the links between effective planning teaching and evaluation in biology;
• Use a variety of technologies in the classroom to assist learning in biology classes;
• Apply biological 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;
• Demonstrate the knowledge, skills and abilities to use ICT to support student learning and professional practice.

There are 3 assessment tasks for this subject.

• Planning and assessment for Biology, equivalent 1300 words, due early semester, 34%
• Report on teaching of biology in Victorian schools, equivalent 1300 words, due mid-semester, 33%
• Either a practice-based reflective task, (equivalent 1300 words) due mid-semester, 33% OR a project exploring pedagogical strategies (equivalent 1300 words) due end of semester, 33%

NOTE: Teacher candidates doing one LA science subject will submit the practice-based reflective task while those doing 2 LA science subjects will submit both assessment tasks listed in dot point 3, completing one for each of their LA science subjects.

• VCAA( 2006) VCE Biology Study Design (also available online)
• Australian Curriculum, Assessment and Reporting Authority (ACARA) website
• A collection of readings

This subject is not available as a breadth subject.

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.