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EDST451 to EDST612
EDST451 Science Method Part A 5 cp
EDST452 Science Method Part B 5 cp
This unit is designed to develop students’ understanding of secondary science education in all its dimensions, including an understanding of the philosophy, values and ethics which underpin the teaching of science and its application to social and technological problems. Students will become familiar with planning, resource use, assessment and evaluating science curricula to meet the needs of a range of learners. Issues of effective and innovative teaching will be central. At least 25 – 30 per cent of time is given to specific subject specialisations within the Victorian Certificate of Education (VCE).
EDST453 Technology Method Part A 5 cp
EDST454 Technology Method Part B 5 cp
This unit will assist students to develop the necessary knowledge and skills to teach technology subjects in both junior and senior secondary classes. More specifically, it will familiarise them with relevant policy documents, specific syllabus requirements, approaches to lesson planning and delivery, the use of information and communications technology for resource development, effective resource management, statutory requirements for student assessment and reporting, the design of suitable assessment tasks and unit evaluation, and safety management. In the first instance it will draw upon CSF 2 and move on to selected senior secondary information or industrial technology subject documents. This unit promotes literacy aims across the curriculum.
EDST455 (see EDST300) Biology Curriculum and Teaching 1 10 cp
EDST456 (see EDST302) Chemistry Curriculum and Teaching 1 10 cp
EDST457 (see EDST308) Physics Curriculum and Teaching 1 10 cp
EDST458 Science Teaching and learning 1 10 cp
This unit is designed to provide participants with strategies for planning, implementing and monitoring learning experiences for students studying science in schools. The unit will develop participants’ understanding of the philosophy, values and ethics which underpin the teaching of science. There is a focus on primary and junior secondary science with special attention given to understanding in science and the critical role of language in developing this understanding. The contribution of science to culture is studied, together with the application of science methods to social and technological problems. The unit proceeds to develop strategies for assessing learning experiences for students studying sciences. Special attention will be given to catering for individual differences.
EDST459 Science Teaching and Learning 2 10 cp
This unit is designed to provide participants with strategies for planning, implementing and monitoring learning experiences for students studying sciences in the secondary school. Assessment of learning, both formative and summative, and the importance of language use in learning will be underlying themes. The unit will build on documents relating to curricula in each of the sciences. Use of technology, different modes of assessment, and the place of innovative approaches to teaching science is promoted. Methods by which science can incorporate various curriculum perspectives such as gender, multiculturalism and the environment are considered.
EDST460 Chemical Sciences in the Middle Years 10 cp
This unit provides appropriate content and pedagogical knowledge to enable teachers to understand the scope of and to teach the chemical sciences within the middle years of schooling (Years 5-9). The unit introduces the field of chemical science drawing on relevant content from chemistry, geology/earth sciences, environmental science, biochemistry and nanotechnology consistent with the VELS. The unit both uses and explores best practice constructivist pedagogies drawn from the Science in Schools Strategy components including inquiry approaches, rich tasks and problem-based learning.
EDST461 Physical Sciences in the Middle Years 10 cp
This unit provides appropriate content and pedagogical knowledge to enable teachers to understand the scope of and to teach the physical sciences within the middle years of schooling (Years 5-9). The unit introduces the field of physical science drawing on relevant content from physics and earth and space sciences consistent with the VELS. The unit both uses and explores best practice constructivist pedagogies drawn from the Science in Schools Strategy components including inquiry approaches, rich tasks and problem-based learning.
EDST501 Online Instructional Design 10 cp
The unit focuses on instructional design in the context of the world-wide web. Students will examine the internet and the world-wide web as sources of information, as means of communication, as an educational resource and as a medium for publishing. They will evaluate a range of educational websites with reference to the instructional design, navigation and educational value and will plan, design and create their own small learning web site prototype and upload this to a www server.
EDST503 General Science Curriculum Studies 10 cp
This unit will prepare students to teach General Science in the secondary schools in
EDST505 Chemistry Curriculum Studies 10 cp
Students in this unit will extend their understanding of the nature of Chemistry curriculum.
EDST506 Physics Curriculum Studies 10 cp
Students in this unit will extend their understanding of the nature of Physics curriculum.
EDST507 Biology Curriculum Studies 10 cp
This unit will prepare students to teach biology in secondary schools in
EDST508 Physical Science 10 cp
This unit will introduce the students to the wonders of the physical world. It will attempt to redress the misunderstandings held by many people concerning physical science and open instead an appreciation of a new knowledge to explain the world around us. The unit will contain laboratory-based activities of a type that primary school teachers can use within the confines of the school environment. The use of simulated experiences and interactive web sites will be incorporated. The implications of such knowledge on curriculum and teaching will be considered.
EDST509 Chemical Science 10 cp
This unit provides a framework for an appropriate conceptual understanding at both the macroscopic and microscopic levels, of the structure, properties and uses of materials. It also treats some of the changes and reactions materials are able to undergo. It also provides an understanding of the place and impact of chemical science in technology, society and the environment. Examining the content of the Chemical Science Strand of the CSF II will be part of this unit.
EDST510 Earth and Science 10 cp
This unit is one of four units of the Graduate Certificate in Science for primary teachers. It provides a framework for understanding the geological processes that have shaped the Earth and the solar system. It also provides the conceptual and practical knowledge base for understanding the place of Earth in time and space. Activities have been designed to maximise student learning and be applicable to children learning these concepts.
EDST511 Biological Science 10 cp
This unit provides students with an introduction to biological ideas such as the diversity and hierarchy of living things and their relationship with each other and their environment. More specifically, it recognises the cellular basis of life and emphasises that structure and processes, whether at the cellular or systems level, are related to their function in supporting life. This unit develops in students an understanding of the genetic basis of inheritance and evidence for the mechanisms of evolution. The implications of such knowledge on curriculum and teaching will be considered.
EDST512 (see EDST201) Science and Technology Education 10 cp
EDST513 Computer Curriculum Studies 10 cp
This unit will focus on teaching with and about computers, investigating emerging technologies such as sophisticated interactive and participative multimedia software and how they can be used in the classroom to enhance learning. The new information, communication technologies (ICT) is changing the nature of classrooms and the role of the teacher.
The unit is designed to expose students to the philosophies and methods of computers and teaching computing at the elementary and middle elementary school levels. It includes topics related with the syllabi of years 8, 9 and 10 (Matriculation and
EDST601 Education for the 21st Century 10 cp
Schools and other educational organisations are under intense pressure to respond to a rapidly changing world and to prepare students for active participation in the world of the 21st century. This multidisciplinary unit offers educators an opportunity to develop an understanding of the role and practice of education into the next century. The unit draws its framework and content from a range of fields including Futures Studies, the information technologies and education for ecologically sustainable development in order to assist us to consider how we think about our existence as humans in this increasingly global society. Educators will be able to use the insights gained from this unit to critique and develop curriculum, policy, professional development and proactive leadership.
EDST602 Futures Concepts and Tools in Education 10 cp
This multidisciplinary unit uses the concepts and tools of Futures Studies to offer educators an opportunity to critique past and current trends in education and consider possible re-conceptualisations and re-orientations in its role and practice into the future. Students will use the knowledge base of Futures Studies to critique curriculum, learning and schooling, and consider the implications for policy making processes and teacher development.
EDST603 Implementing ICT for Learning 10 cp
This unit focuses on Information and Communication Technologies (ICT) in learning. Participants examine the role of educational leaders in the change process to promote learning with ICT. They will develop a sophisticated understanding of the issues faced in ICT implementation and learning. This unit will have a practical ICT focus. Students will consider the issues of learning theory and pedagogy, change processes, implementation, research and leadership in driving innovation in ICT and learning.
EDST604 Implementing Online Learning Environments 10 cp
Focuses on using networked learning technologies for online project based learning environments. Participants examine the educational criteria for and fundamentals of online project based learning. They assess projects to determine the essential features of this mode of learning. Participants examine the stages in the development cycle of such systems and then plan, implement and evaluate an online project in a large scale learning environment.
EDST605 Information and Communication Technology in Education and Training 10 cp
This unit provides the basis for online study in the program. Participants establish the meaning of, scope and potential role of ICT, particularly in relation to online learning alternatives to traditional instruction. They reflect on the experience of undertaking web-based instruction and develop views on the role of the world wide web in teaching and learning situations.
EDST607 Education for a Sustainable Future 10 cp
This unit aims to empower educators with the values, knowledge and skills to realise the principles and practices of ecological sustainable development in their professional and personal lives, in the workplace and in the wider community. A major obstacle to sustainable development is the widespread lack of understanding of key ecological ideas and principles. The role of education is therefore crucial in helping educators and their students focus on the knowledge, values and skills which underpin an understanding of the way the earth’s ecology functions as well as the historical and present role of human development on ecosystems.
EDST608 Online Instructional Systems 10 cp
This unit focuses on the development and use of online learning systems. Participants examine and discuss issues such as, the nature of networked learning environments, using evaluation systems, learning objects and instructional design to develop effective online resources. They evaluate online instructional resources for their usefulness for their own particular needs. Participants plan, design and create an online learning resource incorporating one of more learning objects.
EDST609 Implementing Information and Communication Technologies for Learning 10 cp
This unit focuses on Information and Communication Technologies (ICT) in learning. Participants examine the role of educational leaders in the change process to promote learning with ICT. They will develop a sophisticated understanding of the issues faced in ICT implementation and learning. This unit will have a practical ICT focus. Students will consider the issues of learning theory and pedagogy, change processes, implementation, research and leadership in driving innovation in ICT and learning.
EDST610 Creating a Sustainable World: Developing Ecoliteracy 10 cp
This unit introduces students to an understanding of the way Earth’s ecosystems function as a foundation for understanding sustainability, by recognising the interconnection and interdependence of all life forms. The unit examines historical and current human relationships with the natural world as both exploitative and spiritual. Students consider how young children engage with the natural world and develop teaching and learning approaches that foster the development of a deep ecological literacy.
EDST611 Globalisation, Education and Curriculum 10 cp
This unit offers students an overview of globalisation from an historical and current perspective, with particular reference to the shaping of educational curriculum and policy. It considers globalisation as both a homogenising force and a localising fragmenting force - so-called ‘glocalisation’. Central to this is the role played by science and technology, which now co-create each other as a commodity-based ‘techno-science’ as they play a critical role in the unsustainable development of global culture. The impact of techno-science on education in general and science education is examined.
EDST612 Sustainable Science 10 cp
A critical dimension in the transition to sustainability is the re-conceptualisation of science. Drawing on an understanding of techno-science as well as the increasing post-modern prominence of cultural diversity and practices, sustainability science is a response to the call for a broader interpretation of science. Sustainability science engages diverse knowledge systems including traditional Western science, ecoliteracy, ethnoscience, local knowledge, futures thinking, and global education to produce human-environment systems aimed at developing a sustainable future.
This unit will assist students to develop the necessary knowledge, skills, values and actions to enable a “sustainability science” approach within science education through engagement with community based or “citizen science”.
