Course Description

Primary science is undergoing rapid change driven by global trends in curriculum design and implementation. Teachers are required to design concept-based science programs that engage students in developing their scientific literacy by learning about science concepts, laws, theories and principles through first-hand investigations, and applying their literacy and numeracy skills. As a result, teachers must leverage their existing scientific technology, pedagogy and content knowledge (TPACK), and combine this with evolving pedagogy and deep conceptual understanding, to design programs that enable students to experience powerful conceptual change and development.

Through this course, participants will learn about how to develop and deliver concept-based science teaching, learning and assessment that is evidence-based and high-impact. They will learn how to develop concept maps and use these to plan for conceptual development, identify alternative conceptions in science, and review existing pedagogies that support conceptual development by examining and evaluating existing programs.

By reflecting on their conceptual understanding of science, participants will use a variety of social and collaborative teaching and learning tools, including the pSTEM network, to plan and conduct first-hand investigations, and use a range of scientific representations to identify and validate evidence of scientific literacy and conceptual development. They will use this and follow a design method to plan a learning sequence for their students.

Participants will be encouraged to continue their development as designers of science conceptual growth through learning about opportunities to form alliances with other schools and partner organisations by becoming a Science Key Learning Area Champion.

Audience

This course is suitable for primary school principals and teachers.