Overview
Introduction to science and technology education curricula, focusing on learning for Years 1-8.
About this paper
| Paper title | Science and Technology |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees ( NZD ) | $1,053.30 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDPR 131 or EDPR 151
- Limited to
- BTchg
- Notes
- Primary Education and Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only
- Contact
Paper Co-ordinator: Dr Steven Sexton, steven.sexton@otago.ac.nz
- Teaching staff
Dr Steven Sexton (Science - Dunedin)
Angela Miller (Technology - Dunedin)Alice Hildebrand (Invercargill)
- 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)
- Textbooks
Recommended Reading:
Technology
- Compton V.J & Compton A.D. (2013). Teaching the nature of technology: determining and supporting student learning of hte philosophy of technology. International Journal of Technology and Design Education 23(2), p229-256. https://link.springer.com/article/10.1007/s10798-011-9176-2.
- Fox-Turnbull, W. (2015). Conversations to support learning in technology education. In Williams, P.J. et al. (eds) The Future of Technology Education, Contemporary Issues in Technology Education. Singapore: Springer Science and Business Media. Chapter 6, pp. 99-120.
Science
- 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. & Preston, K. (2021). Teaching primary science constructively (7th ed.). South Melbourne, Vic: Cengage Learning Australia.
Essential Websites:
Technology
- Technology Online http://technology.tki.org.nz/
- Techlink http://www.techlink.org.nz/
Science
- Science Learning Hub http://sciencelearn.org.nz/
- Science Online http://scienceonline.tki.org.nz/
- Assessment Resource Bank http://arbs.nzcer.org.nz/
- 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:
- Demonstrate understanding of the theoretical foundations, structure and language that underpin the Science and Technology learning areas of The New Zealand Curriculum (2007)
- Create and justify planning for teaching in Science and Technology which is inclusive of all learners
- Include links to Te Ao Māori and use of ICTs to enrich learning experiences
Timetable
Overview
Introduction to science and technology education curricula, focusing on learning for Years 1-8.
About this paper
| Paper title | Science and Technology |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2027 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDPR 131 or EDPR 151
- Limited to
- BTchg
- Notes
- Primary Education and Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only
- Contact
Paper Co-ordinator: Dr Steven Sexton
- Teaching staff
Dr Steven Sexton (Science-Dunedin)
Angela Miller (Technology-Dunedin)
Alice Hildebrand (Science-Invercargill)
Alli McKenzie (Technology-Invercargill)
- 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)
- Textbooks
Recommended Reading:
Technology
- Compton V.J & Compton A.D. (2013). Teaching the nature of technology: determining and supporting student learning of the philosophy of technology. International Journal of Technology and Design Education 23(2), p229-256. https://link.springer.com/article/10.1007/s10798-011-9176-2.
- Fox-Turnbull, W. (2015). Conversations to support learning in technology education. In Williams, P.J. et al. (eds) The Future of Technology Education, Contemporary Issues in Technology Education. Singapore: Springer Science and Business Media. Chapter 6, pp. 99-120.
Science
- Bull, A., Joyce, C., & Hipkins, R. (2014). Constructing your primary school's 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. & Preston, K. (2021). Teaching primary science constructively (7th ed.). South Melbourne, Vic: Cengage Learning Australia.
Essential Websites:
Technology
- Technology Online http://technology.tki.org.nz/
- Techlink http://www.techlink.org.nz/
Science
- Science Learning Hub http://sciencelearn.org.nz/
- Science Online http://scienceonline.tki.org.nz/
- Assessment Resource Bank http://arbs.nzcer.org.nz/
- 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:
- Demonstrate understanding of the theoretical foundations, structure and language that underpin the Science and Technology learning areas of The New Zealand Curriculum (2007).
- Create and justify planning for teaching in Science and Technology which is inclusive of all learners.
- Include links to Te Ao Māori and use of Information and Communications Technology to enrich learning experiences.