Learning Area Science 2

This subject has the following teaching availabilities in 2012:

Parkville

125 hours total commitment. 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.

You must have successfully completed the following subject/s prior to enrolling in this 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

In addition to consolidating teacher candidates’ training for teaching junior science at secondary school, this subject prepares them to teach and assess students undertaking studies in (VCE) Environmental Science. Pedagogical methods and learning approaches appropriate to environmental science are covered. These include classroom instruction, practical laboratory work, field work, and Information and Communication Technology. While the subject focuses on pedagogy and content relevant to the VCE Environmental Science Study design Units 1-4, the subject will also examine the place of environmental science in the year 7-10 general science curriculum as outlined in the Victorian Essential Learning Standards and the K-10 draft Australian Curriculum.

In combined science, shared with the other science methods, teacher candidates will explore pedagogical strategies to engage science learners in the middle years of secondary school.

ICT is recognised and used as an essential component of contemporary science practice; as such it is used where appropriate to support conceptual understanding and to enhance student learning.

On completion of this subject, teacher candidates will be able to:
• Be skilled teachers of science and environmental science with the theoretical frameworks and practical ability to produce effective learning for a wide range of students;
• Display a solid current knowledge of environmental sciences, educational contexts and how they interact in effective pedagogy;
• Understand the links between effective planning, teaching and assessment;
• Use a variety of technologies in the classroom to assist learning sciences;
• Demonstrate the knowledge, skills and abilities to use ICT to support student learning and professional practice

There are 3 assessment tasks for this subject.

• An essay (1300 words) 32%, due mid-semester
• A task related to planning a unit of work in environmental science (1400 words) 35%, due end of semester
• Either a project with an inquiry focus (equivalent 1300 words) due mid-semester, 33% OR a critical analysis of assessment strategies in science teaching (equivalent 1300 words) due end of semester, 33%

NOTE: Teacher candidates doing one LA science subject will submit the inquiry project 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.

There is one hurdle requirement (a brief in-class presentation).

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• VCAA (2008) Victorian Essential Learning Standards (also available online)
• VCAA (2004) VCE Environmental Science 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.