Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course provides an introduction to science and technology education in primary schooling. The course reviews the appropriate scientific ideas and practices for these levels of schooling. It builds understanding about how scientific knowledge can be used in current society ranging from personal health and well being to global concerns such as climate change and sustainability. The close link between science and technology forms an underlying theme in the course. The teaching strategies used in the course reflect international best practice and the Australian Curriculum.
The ideas and understandings in this course are the basis for a later course in science teaching pedagogy (EDUC3730). Effective study should ensure you retain these ideas and understandings when you need them to complete this course. You will also need these ideas and understandings when it comes to teaching science as a primary school teacher. This course introduces science and technologies topics, illicits your understanding, develops deeper conceptual understandings, and helps you articulate your understanding.ﾠ
Course requirements
Restrictions
Entry to the Bachelor of Education (Primary) program
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course provides an introduction to science and technology education in primary schools. The course reviews the appropriate scientific and technological ideas and practices for these levels of schooling. It builds understanding about how scientific knowledge can be used in current society ranging from personal health and wellbeing to global concerns such as climate change and sustainability. The close link between science and technology forms an underlying theme in the course. The teaching strategies used in the course reflect international best practice and the Australian Curriculum.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Develop, use and evaluate scientific explanations about everyday events including those that apply to technological practices. (APST 2.1, 2.2, 2.5)
LO2.
Select and evaluate science and technology resources for use in the primary years of schooling classrooms. (APST 1.2, 1.5, 3.4)
LO3.
Examine and compare the processes of science and technology and their use in schools (APST 4.1, 4.4)
LO4.
Examine science and technology issues and plan for their use in the classroom setting. (APST 2.2, 2.6, 3.4, 5.2)
LO5.
Evaluate social consequences of scientific and technological knowledge and practice. (APST 2.2, 2.5, 2.6)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Student Safety Declaration
|
Hurdle Task |
7/03/2025 2:00 pm |
| Essay/ Critique, Poster | Infographic + Essay | 30% 1100 words |
24/03/2025 2:00 pm |
| Product/ Design | Product + Explanation | 30% 700 words |
6/05/2025 2:00 pm |
| Reflection |
Reflective Journal
|
40% 2400 words |
9/06/2025 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Student Safety Declaration
- Hurdle
- Mode
- Written
- Category
- Quiz
- Weight
- Hurdle Task
- Due date
7/03/2025 2:00 pm
- Learning outcomes
- L03
Task description
All students are expected to complete a safety declaration in order to work in the laboratory. The university requires this declaration to be current within 5 years. Records are kept on the OHS database. Laboratory conditions for education are considered to be any space where scientific activity is taking place. Students must be aware that this also translates to primary classrooms where safety is paramount and risk assessment is critical.
Hurdle requirements
Assessment Task 1 is a Hurdle Task, meaning it must be completed to complete the course successfully. Assessment Task 1 includes the successful completion of three components: - the Undergraduate Online Safety Course - Student Safety Declaration - Laboratory Induction (during Tutorial 1).Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Infographic + Essay
- Mode
- Written
- Category
- Essay/ Critique, Poster
- Weight
- 30% 1100 words
- Due date
24/03/2025 2:00 pm
- Learning outcomes
- L01, L04, L05
Task description
You are to apply your knowledge and skills by developing a scientific argument around a biological science-based issue. You must develop and justify a stance on your chosen issue using scientific evidence.
Task Products
1. Infographic (100 words)
- Graphic visual representation of information, data or knowledge intended to present particular information quickly and clearly to persuade the audience of your stance.
- Submit the infographic as a one-paged PDF (that could be printed as a poster or flyer).
- A second page should be included with appropriate references.
2. Essay (1000 words) containing:
- Introduction. Outline the issue selected, why it is important or controversial and how it links to scientific literacy.
- Review of literature and popular media. Analyse and synthesise the information to evaluate its authenticity.
- Develop a stance, for or against and justify that position (claim, evidence, reasoning).
- Articulate the opposing position and demonstrate its weakness.
- Conclude by summarising why you think your position is the important choice.
- References. Use APA style referencing within the essay and reference list. The infographic should reference you as the author. The reference list should contain only references used directly in the task.
Submission guidelines
This assessment is submitted through Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Product + Explanation
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Product/ Design
- Weight
- 30% 700 words
- Due date
6/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Rube Goldberg was famous for drawing cartoons that depicted very complicated machines designed to perform a simple task. The actual construction of a Rube-Goldberg machine requires a good knowledge of energy transfers, forces, and simple machines.
You will design and construct a Rube-Goldberg Machine that uses at least 3 different simple machines and at least 2 energy transfers to successfully complete the end task.
Machine Rules
- The machine must complete a described task (as reliably as possible).
- Your machine must have a title.
- The machine must contain at least three simple machines and 2 energy transfers
- There must be a minimum of 5 steps (individual) or 8 steps (pair). There is no maximum number of steps.
- No live animals or hazardous materials may be used.
- The machine must not imply or contain anything inappropriate.
- Any loose or flying objects must remain within the set boundaries of the machine.
Task products
1. The Machine – individually or in a pair
- You will present your machine in a video.
- The video should record your machine in action with no “cuts” and editing and comment on the steps in the machine.
- You should appear in your video with your machine.
2. Individual task – each student will also complete a written assignment as a conclusion to the project. This will include:
- Draft proposal and planning, including thumbnail sketches in your journal
- The goal (what were you trying to accomplish?) A detailed drawing of your machine labelling each step with A, B, C …
- Provide a written explanation of each step
- Include a description of the energy transfers
- A completed Risk assessment form (a template has been provided)
- Reflection documenting:
- the process of developing and executing the task
- issues and challenges associated with demonstrating a concept in physical form
- links to the Australian Curriculum: Science.
Submission guidelines
This assessment is submitted through Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Reflective Journal
- Mode
- Written
- Category
- Reflection
- Weight
- 40% 2400 words
- Due date
9/06/2025 2:00 pm
- Other conditions
- Longitudinal.
- Learning outcomes
- L02, L03, L04
Task description
You are to apply your knowledge of science and technology theories, concepts and strategies to critically reflect on how your understanding of these evolves across the course. This progressive record of your observations, experiences, responses, collaborations, literature, and reflections will support your deepening understanding of the concepts that you will be expected to teach in the science and technologies learning areas.
Task Product: Reflective Journal:
- Using the submission templates provided, you are required to submit reflections to questions at four junctures across the semester:
- Week 1 (due 28 February): Initial reflections on teaching science and technologies content
- Week 8 (due 17 April): Reflections on science pedagogies
- Week 12 (due 23 May): Reflections on technologies pedagogy and course content knowledge
- Week 15 (due 9 June): Reflections on placement observations of teaching science and/or technologies in the classroom
- Your response to each question should be approximately 200 words, drawing upon science and technologies concepts, ideas, theories, research, strategies, and learning activities.
Extensions for the first three Reflective Journals above ONLY (Week 1, Week 8, Week 12) must be negotiated directly with the Course Coordinator.
Submission guidelines
This assessment is submitted through Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extension requests for the final (Week 15) Reflective Journal must be submitted in the form of an extension request via My requests at myUQ.
Extensions requests for the first three Reflective Journals ONLY (Week 1, Week 8, Week 12) must be submitted directly to the Course Coordinator.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates deep critical reflection of the learning objectives for the course showing connection between theory and practice. |
Additional course grading information
This course includes one pass/fail task. The implications of this task should be taken extremely seriously: should you fail this piece of assessment, you will fail the course, regardless of the grades you are awarded for your other assessment tasks.ﾠ
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
Three assessment pieces in the course will be provided a grade out of 7 and one assessment piece will be pass/fail. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example: A student receives the following three grades for the graded tasks, and a pass on the pass/fail task:
Assignment 1: Pass
Assignment 2: grade of 6 at 30% weighting
Assignment 3: grade of 5 at 30% weighting
Assignment 4: grade of 6 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A2) +ﾠ(A3) +ﾠ(A4)
(0.3 x 6) + (0.3 x 5) + (0.4 x 6) = 1.8 + 1.5 + 2.4 = 5.7
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).ﾠ
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Links to relevant resources will be added to Blackboard as the course progresses.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 2 |
Lecture |
Introduction Introduction to course content and science and technologies education, including teaching primary science, scientific literacy, science inquiry and science pedagogy. Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 3 To Week 4 |
Lecture |
Biological Sciences As we observe and learn, it is in our nature to try to organise or make sense of these observations. Our brain acts like a filing system, and we use this system to make connections that build our understanding. How can living things be organised? Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 5 To Week 6 |
Lecture |
Physical Sciences Forces influence objects that are at rest or already in motion. Understanding Newton's three laws provide the basis for recognising how we can manipulate force and effort to our advantage. Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 7 To Week 8 |
Lecture |
Technologies Technologies permeate much of what we do every day in and out of the classroom. How do we teach content about which our students already have such proficiency? Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 9 To Week 10 |
Lecture |
Chemical Sciences A limited number of different elements make up all matter on Earth. The different combinations of these elements allow for an increasing number of materials that may occur naturally and be used for specific purposes or may be man-made to improve properties. Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 11 To Week 12 |
Lecture |
Earth & Space Sciences Humans have looked to the sky for both practical purposes as well as creative interpretation. The explanations regarding the relationship between the Sun, Moon and Earth have developed from speculation to fact over a long period of time. Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (26 May - 01 Jun) |
Practical |
Professional experience placement No classes scheduled while undertaking professional experience (placement) in an accompanying course. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course: