TECP223-16YD1 (C) Year D First Half 2016

Science and Technology Education: Nature and Practice

15 points

Details:
Start Date: Monday, 15 February 2016
End Date: Sunday, 3 July 2016
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 26 February 2016
  • Without academic penalty (including no fee refund): Friday, 27 May 2016

Description

This is a compulsory course that will introduce students to Science and Technology Education: Nature and Practice. Science and Technology are two of the eight essential learning areas of the New Zealand Curriculum (2007). This course will be structured using the PTTER framework (Techlink 2010). Students will develop understandings of the philosophy (What is Science and Technology?), rationale (Why teach them?), curriculum content (What is their place in the New Zealand curriculum?) and implementation (How are they taught?) in the classroom (http://www.techlink.org.nz/PTTER-framework/index.htm). The course also aims to prepare students for further study in higher-level course and will complement learning in other courses in the Bachelor of Teaching and Learning (Primary) including Professional Practice.

Learning Outcomes

On the successful completion of this course, participants will be able to:
1. Demonstrate a critical understanding of the disciplines of Science and Technology (Element One - Philosophical foundations http://www.techlink.org.nz/PTTER-framework/index.htm)
2. Critique and argue a place for  Science and Technology in primary school environments (Element Two – Rationale)  
3. Develop and demonstrate specific content knowledge, skills, and attitudes pertaining to the Science and Technology learning areas and  judge the similarities and differences between the two (Element Three – essential learning areas in the NZ curriculum)
4. Use and justify appropriate pedagogies to plan, assess and prepare effective learning experiences for a range of students including those with special needs (Element Four – Teaching)
5. Demonstrate skills in the use of digital technologies to support learning in Science and Technology Education
6. Appraise and critique Māori perspective of and in, Science and Technology
7. Engage in critical reflection based on their practical (classroom or labs) and collaborative experiences.

Course Coordinator

Paul Snape

Lecturers

Wendy Fox-Turnbull and Ken Donaldson

Assessment

Assessment Due Date Percentage 
Reflection Portfolio 14 Jun 2016 70%
Take Home Test 30 Jun 2016 30%

Textbooks / Resources

Required Texts

Williams, John; Technology education for teachers ; SensePublishers, 2012.

Recommended Reading

Appleton, Ken; Elementary science teacher education : international perspectives on contemporary issues and practice ; Lawrence Erlbaum Associates, 2006.

Astall, C., & Bruce, W; Science postcards ; 2009 (New Zealand Science Teacher (120), 44-44).

Conner, L; Perspectives on the changing nature of teacher education ; 2007 ([Article]. Kedi Journal of Educational Policy, 4(1), 3-8).

Dawson, Vaille Maree. , Venville, Grady Jane; The art of teaching primary science ; Allen & Unwin, 2007.

Education Review Office; The quality of teaching in years 4 and 8: Science ; 2004.

Hipkins, R., Barker, M., & Bolstad, R; Teaching the 'nature of science': modest adaptations or radical reconceptions? ; 2005 (International Journal of Science Education, 27(2), 243-254).

Martin, David Jerner; Elementary science methods : a constructivist approach ; 5th ed; Wadsworth Cengage Learning, 2009.

Ministry of Education; Science in the New Zealand Curriculum ; Learning Media, 1993.

New Zealand; Science now : science education for students in years 1 to 8 ; Education Review Office, 2002.

Skamp, K; Conceptual learning in the primary and middle years: The interplay of heads, hearts and hands-on science ; 2007 (Teaching Science - the Journal of the Australian Science Teachers Association, 53(3), 18-22).

Skamp, Keith; Teaching primary science constructively ; 3rd ed; Cengage Learning, 2007.

REQUIRED READINGS

Barnes, Bob , Morley, Jim, Sayers, Su; Issues in design and technology teaching; RoutledgeFalmer, 2002.
Bolstad, Rachel. , Hipkins, Rosemary., New Zealand Council for Educational Research; Seeing yourself in science : the importance of the middle school years : report prepared for the Royal Society of New Zealand; New Zealand Council for Educational Research, 2008.
Bruce, W. & Astall, C; Thinking about the nature of science?; 2009 (New Zealand Science Teacher (122), 46-46).
Burns, Janet; Technology in the New Zealand curriculum : perspectives on practice; Dunmore, 1997.
Caygill, Robyn. , New Zealand; Science : trends in year 5 science achievement 1994 to 2006 : New Zealand results from three cycles of the Trends in International Mathematics and Science Study (TIMSS); Comparative Education Research Unit, Research Division, Ministry of Education, 2008.
Fleer, Marilyn. , Jane, Beverley., Hardy, Tim; Science for children : developing a personal approach to teaching; 3rd ed; Pearson Education Australia, 2007.
Fox-Turnbull, W; The influences of teacher knowledge and authentic formative assessment on student learning in technology education; 2006 (International Journal of Technology and Design Education, 16: 53-77).
Friedl, A.E; Teaching Science to Children: An Inquiry Approach; New York: McGraw Hill, 1997.
Gawith, J; Technological practice: a structure for developing technological knowledge in schools; Loughborough University, 2000.
Hennessy, S; Situated cognition and cognitive apprenticeship: Implications for classroom learning; 1993 (Studies in Science Education, 22, 1-41).
Jones, Alister , De Vries, Marc. J., Buntting, Cathy M; International handbook of research and development in technology education; Sense Pub, 2009.
Martin, Ralph E; Teaching science for all children; 2nd ed; Allyn and Bacon, 1997.
Milne, I; Time to bring science alive; 2009 (New Zealand Science Teacher (120), 32-33).
Ministry of Education; Technology in the New Zealand Curriculum; Learning Media, 1995
Snape, P.M. & Fox-Turnbull, W.H; Perspectives on authenticity: Implementation in technology education; 2010 (International Journal of Technology and Design Education DOI: 10.1007/s10798-011-9168-2).
Turnbull, W; The place of authenticity in technology in the New Zealand curriculum; 2002 (International Journal of Technology and Design Education 12 (1), 23-40).
Vries, Marc de; Teaching about technology : an introduction to the philosophy of technology for non-philosophers; Springer, 2005.

Additional Course Outline Information

Academic integrity

All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations. Work submitted may be analysed by the software Turnitin, to check for plagiarism. Where there is evidence that cheating or plagiarism has occurred students will be awarded an X grade and the matter will be referred to the year level coordinator, and/or the Head of the School of Teacher Education.

Assessment and grading system

Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines.

Grading Scale
Grade    GPA      Marks
A+          9      90 – 100
A            8      85 – 89.99
A-           7      80 – 84.99
B+          6      75 – 79.99
B            5      70 – 74.99
B-           4      65 – 69.99
C+          3      60 – 64.99
C            2      55 – 59.99
C-           1      50 – 54.99
D            0      40 – 49.99
E           -1       0 – 39.99

The score for each assessment item will be aggregated for the final grade. Normally a student will need to pass all assignments in a course. However, at the time of the examiner’s meeting when one of the grades for an assignment is just below the passing grade and the other grades are at a satisfactory level, the examiner may also consider factors such as attendance, engagement and the tertiary literacy standard of the assignment. In consultation, the examiner may decide to award the aggregated scores/grades. Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines. Final grades will be calculated and reported using the UC Common Grading Scale.

Attendance

Attendance and Participation
A student seeking credit in any course must attend such lectures, and perform satisfactorily such oral, practical, written and other work as the Head of Department/School concerned may require.’
(University of Canterbury Calendar 2014, p.43)

Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities in order to meet the learning outcomes of the course. Students are expected to notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions).

Students with less than 80% attendance are at-risk of not meeting the criteria for seeking credit in the course. The course lecturer may require evidence that they have actively engaged with the content and activities of the missed sessions.

Attendance evidence
FLO students – attendance and active participation at On-site Intensives and Adobe Connect (webinar) sessions, accessing of ECHO360 lecture recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.

On Campus students –attendance and active participation at lectures, workshops, labs and/or Adobe Connect (webinar) sessions, accessing of ECHO360 recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.

Evaluation

Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to staff about the relevance and validity of what has been learned as well as the quality of course delivery.

Grade moderation

The courses will be internally moderated in accordance with the processes adopted by the College of Education. An examiners’ meeting will be held at the end of the course to determine the final grades and to ensure fairness and consistency.

Late submission of work

All assignments must be submitted on or before the due date. If an assignment is late (without a prior arranged extension) then it will normally not be marked. However, if the course lecturer is notified within 24 hours of the due date and there is a genuine issue, for which evidence must be given, it may be considered but the assignment grade is usually restricted to a minimum passing grade (50%) for that assessment. If the assessment is late it is automatically excluded from a resubmission opportunity unless there are exceptional circumstances.

Other specific requirements

Tertiary literacy standard

Assignments that do not meet a tertiary literacy standard will be marked but that mark will be sanctioned. The student will be given one opportunity to correct the assignment so that it demonstrates tertiary technical writing skills. These skills include the correct use of spelling (including the appropriate use of macrons when spelling Māori words), sentence structure, punctuation, paragraphing and the appropriate use of APA referencing. The corrected work must be resubmitted within seven calendar days.

Once the work is at an appropriate tertiary literacy standard the sanction on the mark will be removed.

Requests for extensions

Extensions are reserved for exceptional circumstances only and are not granted automatically. The course lecturer responsible for the assessment must be contacted by email a minimum of two working  days before the due date, and the application must be supported by relevant evidence (e.g. medical certificate, letter from counsellor). The student’s course lecturer will then make a recommendation to the course coordinator who will make a final decision. If an extension is granted there will normally be no resubmit given for that assignment. An extension will normally be for no more than two weeks and the date of the extension must be provided to the student in writing.

Extensions will not be granted because of pressure of university study, e.g. several pieces of work being due around the same time. The procedure for extensions is fully outlined in the College of Education Assessment Guidelines.

Resubmissions

The decision to grant a resubmission will be made by the course lecturer in consultation with the course coordinator and will be subject to the student concerned having demonstrated a satisfactory level of course attendance and participation.

Normally a resubmit will only be considered for assignments which meets most of the pass criteria and meets the tertiary literacy standards and which is within the ‘D’ range (40.00 – 49.99%).

Assignments which have been resubmitted are restricted to a minimum passing grade (C- or 50%) for that assessment. Students may only be granted one resubmission per course.

The timeframe for students resubmitting work will normally be no more than two weeks and the date of the resubmission must be provided to the student in writing.

Aegrotat Considerations

If you are prevented from completing any major item or items of work for assessment in a course, or consider that your performance in any major item or items of work for assessment in a course has been impaired by illness, injury, bereavement or any other critical circumstance you may apply for aegrotat consideration. Aegrotat consideration is available only for major items of work. Major items are examinations, tests and other work worth not less than 10% of the total assessment. Please refer to the UC Policy: (http://www.canterbury.ac.nz/ucpolicy/GetPolicy.aspx?file=aegrotatconsiderationprocedure.pdf)

Where to submit and collect work

Normally, assignments will be submitted and returned via the Learn site. It is the responsibility of the students to check their emails at least twice a week and ensure Internet access and ability to submit their work via the online system is functioning.  Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
It is a student’s responsibility to uplift marked work and feedback in a timely manner. It is strongly recommended that students retain a back-up copy of all submitted work.

Indicative Fees

Domestic fee $717.00

International fee $2,913.00

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.

Fees Note

Material costs $10 per student.

For further information see School of Teacher Education .

All TECP223 Occurrences

  • TECP223-16YD1 (C) Year D First Half 2016
  • TECP223-16YD1 (D) Year D First Half 2016 (Distance)