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EDCR232 Science and Technology

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Introduction to science and technology education curricula, focusing on learning for Years 1-8.

Paper title Science and Technology
Paper code EDCR232
Subject Education
EFTS 0.15
Points 18 points
Teaching period(s) Semester 1 (On campus)
Semester 2 (On campus)
Domestic Tuition Fees (NZD) $872.70
International Tuition Fees (NZD) $4,073.40

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(EDPR 131 or EDPR 151) and (EICT 198 or EICT 199) and (ELIT 198 or ELIT 199) and (EMAT 198 or EMAT 199)
EDUP 203, EDUP 206, EDUP 207, EDUP 208
Limited to
BEd, BEdSt, BTchg
TESOL, Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.

Paper Co-ordinator: Dr Helen Trevethan,

Teaching staff

Dr Helen Trevethan (Science - Dunedin)
Angela Miller (Technology - Dunedin)

Paper Structure

For each learning area:

  • Overview and linkages
  • Curriculum structure and language
  • Teaching and learning approaches
  • Planning and assessment
  • Community links
  • Te Reo me ōna Tikanga Māori
  • ICT/E-learning
  • Technological design processes (Technology)

Recommended Reading:


  • Burns, J. (1997). 'Technology - the Intervening World' in Burns, J.(Ed.), Technology in the New Zealand Curriculum Perspectives in Practice, 15-30, Palmerston North. The Dunmore Press.
  • Coburn, D. (2003). Technology alive [Card set]. Dunedin, New Zealand: Dunedin College of Education.
  • Compton V.J & France B.J. (2007). Towards a New Technological Literacy: Curriculum Development with a Difference. In Curriculum Matters 3: 2007, 158-175
  • Hill, S. (Ed.). (1998). Safety and technology education: A guidance manual for schools. Wellington, New Zealand: Learning Media.
  • McCarthy, I. (Ed). (1997). Māori technology: A resource for teachers produced by Nelson Provincial Museum School Service. Nelson Provincial Museum.
  • Ministry of Education. (2007). Technology curriculum support document. Retrieved Jan 21, 2013 from


  • Bull, A., Joyce, C., & Hipkins, R. (2014). Constructing your primary schools' science curriculum. Wellington, New Zealand: New Zealand Council for Educational Research.
  • Bull, A., Joyce, C., Spiller, L., & Hipkins, R. (2010). Kick-Starting the Nature of Science. Wellington, New Zealand: New Zealand Council for Educational Research.
  • Skamp. K. (2018) Teaching primary science constructively (6th ed.). South Melbourne, Vic: Cengage Learning Australia.

Essential Websites:



Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Environmental literacy, Information literacy, Research.
View more information about Otago's graduate attributes.
Learning Outcomes

Students who successfully complete the paper will be able to:

  1. Demonstrate understanding of the theoretical foundations, structure and language that underpin the Science and Technology learning areas of The New Zealand Curriculum (2007)
  2. Create and justify planning for teaching in Science and Technology which is inclusive of all learners
  3. Include links to Te Ao Māori and use of ICTs to enrich learning experiences

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Semester 1

Teaching method
This paper is taught On Campus
Learning management system


Stream Days Times Weeks
A1 Tuesday 09:30-11:20 9-13, 15-17, 20-22
Friday 09:00-10:50 9-12, 15-17, 20-22

Semester 2

Teaching method
This paper is taught On Campus
Learning management system


Stream Days Times Weeks
A1 Monday 09:00-09:50 28-34, 36-41


Stream Days Times Weeks
Attend one stream from
A1 Tuesday 10:00-11:50 28-34, 36-41
A2 Tuesday 13:00-14:50 28-34, 36-41
A3 Thursday 13:00-14:50 28-34, 36-41