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Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Young children are natural scientists who ask many questions. Teaching science effectively requires a clear understanding of the nature and philosophy of this subject. This first course in primary science aims to enhance pre-service educators’ knowledge and understanding of science and ways to teach it to children in Years F-3. As such, the importance of providing and capitalising on play opportunities for children to explore the world around them is a key consideration. Constructivism theory underpins modern science teaching, so this is modelled by the course adopting a constructivist approach. The course also makes use of other evidence-based strategies such as collaborative learning and analysis of scenarios of teaching and learning. The course explores the science ideas required at levels based on current science education research, and will afford opportunities for achievement of several national standards aligned with science education.

This is the first course in a suite of two compulsory courses supporting the teaching and learning of primary science. Pre-service educators will learn about the nature of science and the organisation and structure of the Australian Curriculum: Science. They will develop an understanding of the content and pedagogical content knowledge required to teach all four Science Understanding sub-strands from the curriculum across Years F-3. Pre-service educators will apply this understanding in the development and implementation of science lesson plans. This course allows pre-service educators to experience collaborative learning and to consider the integration of literacy and numeracy with science.

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. describe and evaluate different views of the nature of science (APST 2.1);
2. develop understanding of the science concepts and related pedagogical content knowledge relevant to Years F-3 across all four Science Understanding sub-strands (APST 2.1, 4.2);
3. develop awareness of misconceptions common to learners in years F-3 and how these misconceptions could be avoided or challenged (APST 2.1, 2.2);
4. apply their understanding of science concepts and pedagogical content knowledge in developing and implementing short teaching episodes and lesson plans for diverse students (APST 1.5, 2.2, 2.3, 4.2);
5. integrate numeracy and literacy strategies in science teaching (APST 2.5);
6. apply ethical, student wellbeing and safety standards in managing curriculum based, practical science experiences (APST 4.2, 4.4).