We live in a world in which science is embedded throughout all aspects of our lives. As teachers we have an opportunity to empower our students through science education, so they can embrace and participate in the world around them. In the article Re-imagining science education: Engaging students in science for Australia’s future (Links to an external site.) (Tytler, 2007), the molecular biologist and Australia’s former Chief Scientist, Jim Peacock, mentions that:

Enthusiastic teachers are finding issues in the community on which to base their science curriculum. (Tytler, 2007)

This prompt will form the basis of a 1500-word essay that explores the role of science teachers in preparing students to be scientifically literate.

This assignment supports unit learning outcomes 2 and 5.

2- analyse pedagogical approaches in teaching and learning of Science in the Primary classroom including the teaching of Science as part of STEM

5- analyse a range of assessment strategies and record keeping instruments within Science in terms of its purpose, benefits, limitations and implementation constraints

The teaching of science is a complex process that must adapt to the needs and interests of children. Around the world there is declining interest among older students with engaging in science, and what is considered to be a lack of scientific literacy. Within your essay you are to consider the prompt given and construct a response to the question below:

What role do science teachers have in equipping and preparing students to be scientifically literate?

In your essay you will:

• analyse pedagogical approaches in the teaching and learning of science, including the teaching of science as part of STEM
• discuss the role of science teachers in empowering students to engage with science, including the use of authentic real-world science issues
• present and analyse suitable assessment strategies
• support your discussions with relevant readings from the learning materials and your own wider research
• adhere to the APA referencing style guide, including in-text citations and a reference list (not included in the word count).
• Throughout your teaching journey, you will be required to use your relevant national and/or state or territory curriculum. To help you build capability in this area, and to help further prepare you for placements, here at Swinburne Online we allow you to choose whether you would like to use the relevant national and/or state or territory curriculum in your assignments. For further information specific to your assignments for this specific unit, please seek advice from your eLAs and/or your Unit Coordinator.

Criteria:

1. Analysis of pedagogical processes in science teaching and learning. (Depth and breadth of critical analysis- mentioned below)
2. Demonstrate understanding of the significance of scientific literacy in science learning.
3. Analysis of assessment strategies

[analyse examples of constructivist teaching approaches and strategies for teaching science]

• Why are these approaches important? (the 5E model will underpin your analysis) (include definitions when these approach are introduced)
• ANALYSE: (purpose, benefits, limitation and implementation)

Layout:

Introduction:

200-250 words

Body:

–  knowledge and understanding of contemporary science practice

– depth and breadth of critical analysis: ( why it should be used and how it supports students) (discuss with academic literature of why is hands on approach important when teaching science? How does relating learning back to the real world help to improve scientific literacy?).

Conclusion:

200-250 words