Program Overview

Introduction to EMC305 Investigation: Mathematics, Science and Technology

This subject presents the development of mathematical, scientific, and technological concepts by young children within a socio-cultural theoretical framework informed by an inquiry stance. Science, mathematics, and technology provide tools and contexts for processing concrete, perceptual, and linguistically available information to form concepts and solve problems.

Subject Information

Grading System

The grading system for this subject is HD/FL.

Duration

The duration of this subject is one session.

School

This subject is part of the School of Teacher Education.

Enrolment Restrictions

This subject is restricted to students enrolled in the Bachelor of Education (Birth to Five Years) or as approved by the respective Course Coordinator or Course Director.

Learning Outcomes

Upon successful completion of this subject, students should:

• be able to identify and explain the ways in which the integrative nature of young children's play and other informal contexts can support their construction of knowledge and acquisition and use of early mathematics, science, and technology concepts;
• be able to demonstrate skills in creating learning communities in early childhood settings with the potential for facilitating mathematics, science, and technology understandings;
• have expanded and consolidated their own science, mathematics, and technological knowledge, and the historical and cultural sources of that knowledge;
• be able to demonstrate their skills in planning, implementing, evaluating, and reflecting upon teaching and learning experiences with the potential for facilitating mathematics, science, and technology understandings;
• be able to identify and explain opportunities for spontaneous learning where mathematics, science, and technology serve the purposes of investigating a phenomenon, question, or problem;
• be able to apply professional skills and knowledge in ways which will encourage children to investigate materials and ideas regardless of cultural background and other sources of diversity;
• be able to explain and demonstrate specific communication and teaching strategies which support children's construction of mathematical, scientific, and technological knowledge;
• be able to access the human and technological resources most appropriate for exploring and examining all aspects of the subject.

Syllabus

This subject will cover the following topics:

• Content areas of mathematics (number, measurement, pattern, space (shape, graphs, continuity, enclosure, direction, position) and probability).
• Content areas of science - physical science (heat, light, mass, friction, levers, constancy and change, reactions, properties of matter), biological science (growth, survival needs, life cycles of living things) and environmental science (ecology, sustainability).
• Content areas and purposes of technologies (identifying tools used in society; communicating; documenting).
• Provoking and facilitating learning in both planned and spontaneous situations which draw upon and/or illustrate concepts in mathematics, science, and technology.
• Engaging students in the processes of science and mathematics, including questioning, exploring, and investigating (including sensory exploration and investigation); observing phenomena; considering data derived from observation; and communicating about and representing aspects of these processes.
• Planning learning experiences based on opportunities for linguistic, social, and imaginative engagement; sensory exploration and discovery; formulating theories; representational thought processes; social as well as individual engagement; and socio-cultural modelling during communication between children.
• Developing and implementing appropriate teaching strategies based on: clarifying own conceptual understandings about mathematics, science, and technology; encouraging and supporting children to use investigating and problem-solving skills and processes; collaborating with children in metacognitive processes required for reflection and further planning; and considering all sources in individual and cultural diversity.

Availability

This subject is available in the following sessions:

• Session 1 (30): On Campus at Northern Sydney Institute, Online at Albury-Wodonga Campus.
• Session 2 (60): Online at Albury-Wodonga Campus.