Area: | Science and Mathematics Education Centre |
Credits: | 25.0 |
Contact Hours: | 3.0 |
Lecture: | 1 x 3 Hours Weekly |
Syllabus: | An investigation of understanding in science, mathematics and technology concepts utilising concept mapping, interviews, teaching experiments, and specially designed multiple-choice items. Topics include approaches for improving curriculum and teaching using problem-solving, conceptual change strategies, metacognitive strategies, teaching-with-analogies, and innovations in teacher education. |
| |
Unit Outcomes: | Students will: use a constructivist theoretical framework for understanding and interpreting experiences of learning and teaching; present an argument that the consequences of ascertaining what students know prior to commencing a new topic in science or mathematics will improve student learning; describe and appraise several different approaches for improving curriculum and teaching in science and mathematics based on a constructivist theoretical perspective; outline aspects of the educational milieu that are both conducive and limiting to teacher change; write a balanced critical commentary on the usefulness of textbook chapters for informing their knowledge and teaching practice; write three assignments at an academic standard that would be acceptable for publication in a journal such as the Australian Science Teachers' Journal (ASTJ) or The Australian Senior Mathematics Journal (ASMJ) and use American Psychological Association (APA) style referencing correctly in text and in the reference list. |
Unit Texts: | Treagust, D.F., Duit, R., & Fraser, B.F. Eds.1996. Improving teaching and learning in science and mathematics. New York: Teachers College Press. |
| |
Unit Assessment Breakdown: | Within the broad context of the subject matter addressed in this unit, the assignments are designed to give you as much freedom as possible to relate the issues being addressed in the different sections of the book to your own work and interests. Assignment I: Investigating student understanding of science and mathematics (33 marks), Assignment II: Improving curriculum and teaching in science and mathematics (34 marks), Assignment III: Implementing teacher change in science and mathematics (33 marks). |
Field of Education: | 70300 Curriculum and Education Studies (Narrow Grouping) | HECS Band (if applicable): | 1 |
|
Extent to which this unit or thesis utilises online information: | Not Online | Result Type: | Grade/Mark |
|
Availability
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Semester 1 | Y | Y | | | 2004 | Bentley Campus | Semester 2 | Y | Y | |
Area
External | refers to external course/units run by the School or Department, offered online or through Web CT, or offered by research. |
Central
External | refers to external course/units run through the Curtin Bentley-based Distance Education Area |
|
