Handbook 1996 : Faculty of Education (Parkville Campus) (Volume 5 page 97)
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Credit points: 5.6.
Coordinator: Josephine Sadler.
Prerequisite: Teaching Method Science - Junior 1C.
For students who gained admission to the BEd (Secondary) course on or before 1991 Credit at D-grade level or above in at least 50.0 points of Group 1 subjects and at least 25.0 points of Group 2 subjects in the following areas: Biology, Chemistry, Earth Science, Environmental Science (not Environmental Science A), Physical Science (not Physical Science A1), Physics; or at least 75.0 points of Group 1 subjects in the areas listed above. Because of the broad range of subject areas involved in secondary science teaching, students are strongly advised to have at least one Group 1 subject in the Biological Sciences and at least one Group 1 subject in the Physical Sciences.
For students who gained admission to the BEd (Secondary) course after 1991 Science Method subjects will require credit at D-grade level or above, or concurrent enrolment in three 25.0 point Group 1 Science subjects, in the areas of Biology, Chemistry, and Physics respectively.
Pre/Corequisite: (For each Teaching Method D) Satisfactory completion of Education Studies C, School Experience C and a minimum of 250 points credit in the course. Concurrent enrolment in Education Studies D and School Experience D12.
Contact: 30 hours of workshop/discussion/laboratory sessions.
Timetable: Double semester.
Objectives:
On completion of this subject students should be able to:
- demonstrate an awareness of a variety of methods of classroom organisation and strategies for teaching science in secondary schools;
- demonstrate a knowledge of typical Year 7-10 science programs, teaching materials and resources;
- use checklists and other criteria (e. g. , reading levels) to evaluate text-book and other resources;
- demonstrate an awareness of techniques and strategies to cater for individual student differences (including intellectual, gender, interest, motivation);
- demonstrate a knowledge of safety requirements and legal liability of science teachers;
- provide examples of standard demonstrations, activities and teaching strategies;
- develop skills in curriculum, unit and individual lesson planning;
- demonstrate an awareness of appropriate techniques for student assessment and program evaluation;
- demonstrate a framework to plan for and review the teaching practicum; and
- demonstrate an awareness of general duties and responsibilities of the Science Coordinator and the Laboratory Technician.
Content:
An examination of the role of science in the school curriculum. The development and implementation of school science programs. The impact of a range of textual and curricular materials. Emphasis on the development of knowledge and skills needed by teachers of science, especially in relation to laboratory work.
Assessment:
Two major assignments equivalent to 1,000 words each (80 per cent); short weekly exercises and assignments some of which may be completed as group exercises. (20 per cent. )
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Handbook 1996 : Faculty of Education (Parkville Campus) (Volume 5 page 97)
Status: Official 1996 Date created: Oct 9 1995 Last modified: Oct 9 1995 Authorised by: Academic Registrar Email enquiries: Course_Information@registrar.unimelb.edu.au
Maintained by: Dept. of Science and Mathematics Education, Faculty of Education (Parkville Campus).
Copyright © University of Melbourne 1995,1996.