Program Overview

ECP3200 Early Scientific Thinking and Inquiry

Course Overview

Exploring, questioning, inferring, predicting, hypothesising, planning, observing, analysing, communicating, responding, and problem-solving are essential components of an early years program for young children from birth to eight years. Planning inquiry is a fundamental component of the curriculum documentation (e.g., Early Years Learning Framework and the Australian Curriculum) with which educators will be engaging. Inquiry and its associated knowledge and understandings, skills, and dispositions prepare children for life-long learning. Integrated programs are powerful in providing age-appropriate opportunities for confident and involved learners who are connected with and contribute to their world. Educators require an in-depth grasp of the knowledge and understanding outcomes of science curricula, well-versed skills for guiding young learners through scientific inquiries, and a repertoire of documentation strategies appropriate for assessing scientific thinking.

Staffing

• Course Coordinator: Nicole Green

Requisites

• Pre-requisite: EDE3103 and Students must be enrolled in one of the following Programs: BEDU (Early Childhood) or BEED or BECH
• Enrolment is not permitted in ECP3200 if EDX3160 has been previously completed

Course Learning Outcomes

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership's (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course, pre-service educators should be able to:

1. Develop knowledge of science and science as it relates to the everyday cognition of infants and young children in their everyday lives (APST 1.2, 2.1)
2. Design and justify an integrated program of learning experiences aligned with curriculum, and seek constructive feedback from a supervising teacher to improve teaching and learning (APST 1.2, 2.1, 2.2, 2.3, 3.2, 6.3)
3. Organise classroom activities, provide clear directions, and implement a range of communication and teaching strategies which promote young children's engagement in, and learning through, science understanding, knowledge, and skills aligned with curriculum (APST 1.5, 3.3, 3.5, 4.2)
4. Link theory with practice by undertaking tasks during professional practice that apply differentiated teaching, learning, assessment, and supportive behaviour skills (APST 1.5, 2.2, 4.3)
5. Critically reflect with a supervising teacher about assessment creation, data collection, and moderation as processes to better know their students and how they learn, and to plan evidence-based teaching and learning (APST 5.1, 5.3, 5.4, 6.3, 7.2)
6. Evaluate ICT and other teaching resources that support the development of the multi-literacies of science (APST 2.5, 2.6, 3.4)
7. Seek and apply constructive feedback from their practicum placement supervisors and teachers to improve their teaching practices (APST 6.3, Professional Experience)
8. Demonstrate professionalism during pre-service teacher placements through observation, practice, and assessment of pre-service teacher professional practice (1.1, 1.3, 3.1, 3.6, 4.1, 4.4, 5.2, 7.1, 7.4)

Topics

1. | Understanding the content, skills, concepts, and appropriate assessment of science from a developmental perspective (birth to 8 years), Synergies and continuities between the Australian Curriculum and Early Years Learning Framework | 20.00
2. | Pedagogical frameworks and approaches for authentic and meaningful science learning across early childhood contexts | 30.00
3. | Planning integrated inquiries for young children to support their understanding of their world through science, Curriculum decision making, Environment organisation co-construction with inquirers, The role of explanations and directions for learners in science inquiries, Proactive communication and teaching strategies to manage challenging behaviour | 30.00
4. | Differentiated teaching, learning, and assessment approaches and strategies which promote young children's learning as they inquire through science | 10.00
5. | Resourcing inquiries, including ICT | 10.00

Text and Materials Required

• Fleer, M 2015, Science for children , 4th edn, Cambridge University Press, Port Melbourne, Victoria.

Student Workload Expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment Details

Approach | Type | Description | Group | Assessment Weighting (%) | Course Learning Outcomes
---|---|---|---|---|---
Assignments | Written | Essay | No | 40 | 1, 5
Assignments | Written | Planning document | No | 15 | 1, 5, 6, 8
Assignments | Practical | Placement Performance | No | | 1, 2, 3, 4, 5, 6, 7, 8
Assignments | Written | Report | No | 45 | 1, 2, 3, 4, 5, 6, 7, 8

Additional Information

A 15-day professional experience placement is attached to this course. Students need to pass the competency Assessment in this Course and reach a total passing Mark of 50% to be awarded a passing Grade in this course. Failure of the Professional Experience component will result in a fail grade for the course, regardless of the graded mark. Full details of the Professional Experience particulars can be found on the Professional Experience website and in the Professional Experience Book.