Teaching Scientific Literacy
This courses focuses on the development of pre-service teachers' scientific literacy. Using a multiliteracies framework, the course explores scientific knowledge as represented in written, graphic, and digital forms. It aims to assist students to make connections between scientific knowledge as generated through disciplined inquiry, and questions derived from their everyday experiences. It will assist teachers to represent and communicate scientific ideas, understandings and information; and to teach scientific concepts competently to their future students.
- Trimester 2 - 2015
1. An understanding of the competing definitions of scientific literacy;
2. An understanding of the multimodal forms of scientific communication;
3. A knowledge of a wide range of practices and texts supporting the development of scientific literacy;
4. An understanding of how scientific knowledge may be related to students' everyday lives;
5. An ability to engage in discourse of and about science;
6. A capacity to evaluate the quality of scientific information on the basis of its source and the methods used to generate it.
7. A capacity to design instruction that challenges alternative conceptions of scientific phenomena.
- The Multiliteracies Framework.
- Constructs of Scientific literacy.
- Subject specific vocabulary, metalanguage, and language structures and features of scientific discourse.
- Pedagogies for developing the scientific literacy of young children.
- Pedagogical approaches for challenging alternative conceptions of scientific phenomena.
Written Assignment: Critical Analysis
Face to Face Off Campus 5 hour(s) per Term
Field Study will be held on a separate (fifth) day and requires compulsory attendance.
Face to Face On Campus 8 hour(s) per Term
Lectures comprise of 1 hour on campus and 1 hour online per day for 4 days.
Face to Face On Campus 16 hour(s) per Term
Tutorials (or online seminars) will be held for 4 hours per day for 4 days.