SCTED512-19B (NET)

Innovations in Science, Technology or Environmental Education

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper aims to help educators of science, technology, environmental or mathematics education to develop their knowledge of science, technology, environmental sustainability or mathematics i.e., key concepts and skills in that knowledge field, its epistemological nature and the nature of practices within that field. Educators, as students in this course, then consider how this knowledge might be planned into educational activities in innovative ways, and how to address pedagogical issues associated with curriculum and assessment innovation. Current innovations such as STEM (STEAM) education will be covered along with others.
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Paper Structure

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The paper is taught online using a platform called Moodle, for which training is available if needed. The paper consists of a combination of set readings, online discussions and assignment completions, and is organised into three phases:

  1. Whole class exploration and discussion of current ideas about educational innovation, particularly in regard to curriculum, pedagogy and assessment. This work will involve reading set texts and participating in online discussion with the tutors and classmates.
  2. Individual independent research on a topic of your choice in a new knowledge area in science, technology, environmental sustainability or mathematics or a combination of these. You will be assigned a tutor to work one-on-one with through this part.
  3. Individual work to design an educational innovation using your newfound knowledge in your topic area. Your individual tutor will again mentor this part.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • 1. reflect on prior experiences with educational innovation to identify key features of curriculum development, implementation and evaluative processes.

    This outcome is assessed via a short story (Assessment 1) in which you describe your background in providing education to others, and share examples of any innovative educational practice that you have developed or been involved in.

    Linked to the following assessments:
  • 2. explore and discuss innovation in curriculum, pedagogy and assessment design

    The assessment for this outcome is an essay (Assessment 2) that examines current trends in curriculum, pedagogy and assessment. The essay could take a general approach to these areas or locate discussion within science, technology, environmental or mathematics education or a combination of these.

    Linked to the following assessments:
  • 3. research and report on a topic of personal interest in a new knowledge area, within the domain of science, technology, environmental sustainability or mathematics, or a combination of these.

    This outcome is assessed on the basis of a report (Assessment 3) on the knowledge area that you have chosen to investigate.

    Linked to the following assessments:
  • 4. design, using innovative thinking, a new or improved educational activity incorporating the new knowledge gained in phase 2.

    This outcome is assessed through the description of the educational activity that you have designed (Assessment 4). This will constitute a plan for your activity that clearly demonstrates how you are applying the new knowledge gained within phase 2 within a framework of innovative curriculum, teaching and learning and/or assessment learnt in phase 1 and a critical justification for this teaching plan that reflects on your pedagogical and content knowledge in the light of previous discussions.

    Linked to the following assessments:
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Assessment

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All assignments [unless otherwise advised] are to be submitted through Moodle. Marked assignments will be returned within three weeks of submission.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment 1
14 Jul 2019
11:30 PM
5
  • Online: Submit through Moodle
2. Discussions
5
  • Online: Moodle Forum Discussion
3. Assignment 2
11 Aug 2019
11:30 PM
30
  • Online: Submit through Moodle
4. Assignment 3
15 Sep 2019
11:30 PM
25
  • Online: Submit through Moodle
5. Assignment 4:
13 Oct 2019
11:30 PM
35
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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All readings will be supplied via a Reading List available online on the paper Moodle site or suggested through references provided in Moodle.
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Online Support

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The Moodle site also serves as a repository for resources - participants in the course are encouraged to contribute resources via the paper lecturer to support collaborative learning.
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Workload

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You should anticipate spending around 2 hours of class time per week in the first 5 weeks of Phase 1 (about 10 hours in total) on Moodle interacting with your classmates. In Phases 2 and 3 you may interact with your mentor online or face to face. It is expected that students will spend the rest of their course time doing resarch and readings and completing assignments.
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