edu3est teaching early years science technology
TEACHING EARLY YEARS SCIENCE & TECHNOLOGY (3-8)
EDU3EST
2019
Credit points: 15
Subject outline
In this subject pre-service teachers examine how young children in Kindergarten and the early primary school years can develop their understandings and skills in science and technology. Pre-service teachers will learn to develop curriculum to facilitate problem-solving and inquiry learning as teaching methodologies using social constructivist theory. The content of this subject will be informed by the research and practice of the schools of Reggio Emilia, in conjunction with the requirements of the relevant state and national curriculum documents. Pre-service teachers will enhance their knowledge and understanding of relevant curriculum documents and core concepts in science and technology and they will develop their teaching strategies to ensure these can be introduced to children in meaningful and engaging ways. The Victorian Early Years Learning and Development Framework, the Early Years Learning Framework and the Victorian & Australian curriculum documents are included in this subject.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorLeanne Grogan
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites EBECB or EBECP or EBEL
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Science in Early Childhood. | Prescribed | Campbell, C., Jobling, W. M., & Howitt, c. (2015). | Cambridge Press. Melbourne. Australia. |
| Readings | Sustainability and the early years learning framework. | Prescribed | Elliott, S. (2014) | Pademelon Press |
| Readings | Language and literacy development in early childhood. | Recommended | Ewing, R., Callow, J., & Rushton, K. (2016). | Cambridge: Cambridge University Press. |
| Readings | Teaching Primary Science Constructively. Fourth Edition. | Recommended | Skamp, K. (2012) | South Melbourne. Vic: Cengage Learning Australia. |
Graduate capabilities & intended learning outcomes
01. Demonstrate effective knowledge and understanding of relevant science and technology curriculum requirements and appropriate teaching strategies in these teaching areas.
- Activities:
- Lecturers and online materials
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
02. Demonstrate effective knowledge and understanding of research which indicates that creative problem-solving and inquiry based are effective learning and teaching processes.
- Activities:
- Lecturers and online materials
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
03. Design and evaluate effective teaching and learning experiences and assessment tools the curriculum areas of science and technology in Kindergarten and the early primary school years, with appropriate reference to relevant state and national curriculum documents.
- Activities:
- Lecturers and online materials
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
Subject options
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Bendigo, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorLeanne Grogan
Class requirements
LectureWeek: 31 - 43
Two 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Unscheduled Online ClassWeek: 31 - 43
One 2.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Online Tasks (1200 words) | 20 | 01 | |
| Activity Workbook (1650 words) | 40 | 01, 02 | |
| Inquiry based project (1650 words) | 40 | 01, 02, 03 |
Shepparton, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorLeanne Grogan
Class requirements
LectureWeek: 31 - 43
Two 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Unscheduled Online ClassWeek: 31 - 43
One 2.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Online Tasks (1200 words) | 20 | 01 | |
| Activity Workbook (1650 words) | 40 | 01, 02 | |
| Inquiry based project (1650 words) | 40 | 01, 02, 03 |