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EDUC465 Science Education for Teachers

Examines and critiques science education in Aotearoa/ New Zealand and the learning theories and key documents that underpin development as a member of the teaching profession.

The University of Otago College of Education, in conjunction with the Otago University Advanced School Sciences Academy (OUASSA), offers this paper for teachers involved in the Academy who are seeking formal professional development. This paper will run in addition to the Academy's residential courses and can be supported throughout the year as teachers undertaking this paper complete the assessment requirements: Reflexive Journal, Unit of Work/Rationale and Online Presentation. Reflexive practice/reflexivity works well in positioning students in thinking about what they are doing and how they are doing it. Reflexivity is a concept involving 'unsettling' and an insecurity regarding the basic assumptions, discourse and practices used in describing reality. In practical terms, this means examining critically the assumptions underlying our actions, the impact of those actions and, from a broader perspective, what passes as good practice.

Paper title Science Education for Teachers
Paper code EDUC465
Subject Education
EFTS 0.1667
Points 20 points
Teaching period 1st Non standard period (23 January 2017 - 11 November 2017)
Domestic Tuition Fees (NZD) $904.01
International Tuition Fees (NZD) $4,267.52

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Limited to
MEd, MTchg, PGDipTchg
Eligibility
This paper is designed to support the professional development of secondary science teachers, specifically those teaching in the following subjects:
  • Biology
  • Calculus
  • Chemistry
  • Computing
  • Physics
  • Statistics
Contact
steven.sexton@otago.ac.nz
Teaching staff
Dr Steven S. Sexton
Paper Structure
  • The programme begins with the January OUASSA Residential (1-week) programme
  • Students then engage in an online community of practice before returning for the July residential (1-week) programme
  • Students then complete the final online community of practice components
Teaching Arrangements
Students are expected to participate in both residential components of the OUASSA's programme and contribute to the online community of practice.
Textbooks
Students will be expected to access required readings via the library and the Internet and source their own relevant readings.
Graduate Attributes Emphasised
Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics.
View more information about Otago's graduate attributes.
Learning Outcomes
By the end of this paper, students will be able to:
  1. Critically evaluate how The New Zealand Curriculum's strand 'Nature of Science' shapes students understanding and experience of the science curriculum, teaching and learning
  2. Demonstrate understanding and application of The New Zealand Curriculum's science learning area across the science disciplines
  3. Engage in rigorous intellectual analysis regarding their own personal and professional development
  4. Critically apply and evaluate theories of teaching to curriculum delivery.

^ Top of page

Timetable

1st Non standard period (23 January 2017 - 11 November 2017)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Examines and critiques science education in Aotearoa/ New Zealand and the learning theories and key documents that underpin development as a member of the teaching profession.

The University of Otago College of Education, in conjunction with the Otago University Advanced School Sciences Academy (OUASSA), offers this paper for teachers involved in the Academy who are seeking formal professional development. This paper will run in addition to the Academy's residential courses and can be supported throughout the year as teachers undertaking this paper complete the assessment requirements: Reflexive Journal, Unit of Work/Rationale and Online Presentation.
Reflexive practice/reflexivity works well in positioning students in thinking about what they are doing and how they are doing it. Reflexivity is a concept involving 'unsettling' and an insecurity regarding the basic assumptions, discourse and practices used in describing reality. In practical terms, this means examining critically the assumptions underlying our actions, the impact of those actions and, from a broader perspective, what passes as good practice.

Paper title Science Education for Teachers
Paper code EDUC465
Subject Education
EFTS 0.1667
Points 20 points
Teaching period 1st Non standard period (22 January 2018 - 10 November 2018)
Domestic Tuition Fees (NZD) $922.02
International Tuition Fees (NZD) $4,352.87

^ Top of page

Limited to
MEd, MTchg, PGDipTchg
Eligibility
This paper is designed to support the professional development of secondary science teachers, specifically those teaching in the following subjects:
  • Biology
  • Calculus
  • Chemistry
  • Computing
  • Physics
  • Statistics
Contact
steven.sexton@otago.ac.nz
Teaching staff
Dr Steven S. Sexton
Paper Structure
  • The programme begins with the January OUASSA Residential (1-week) programme
  • Students then engage in an online community of practice before returning for the July residential (1-week) programme
  • Students then complete the final online community of practice components
Teaching Arrangements
Students are expected to participate in both residential components of the OUASSA's programme and contribute to the online community of practice.
Textbooks
Students will be expected to access required readings via the library and the Internet and source their own relevant readings.
Graduate Attributes Emphasised
Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics.
View more information about Otago's graduate attributes.
Learning Outcomes
By the end of this paper, students will be able to:
  1. Critically evaluate how The New Zealand Curriculum's strand 'Nature of Science' shapes students understanding and experience of the science curriculum, teaching and learning
  2. Demonstrate understanding and application of The New Zealand Curriculum's science learning area across the science disciplines
  3. Engage in rigorous intellectual analysis regarding their own personal and professional development
  4. Critically apply and evaluate theories of teaching to curriculum delivery.

^ Top of page

Timetable

1st Non standard period (22 January 2018 - 10 November 2018)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard