TEMS729-19C (HAM)

Secondary Curriculum: Chemistry Y11-13

15 Points

Edit Header Content
Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

Edit Staff Content

Convenor(s)

Lecturer(s)

Administrator(s)

: janene.harris@waikato.ac.nz

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 or 9 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.
Edit Staff Content

Paper Description

Edit Paper Description Content

This paper aims to introduce participants to the philosophies and content of the current document Chemistry in the New Zealand Curriculum and its successor The New Zealand Curriculum 2007 (specifically the Material World Strand of the Science Learning Area). Current assessment methods and qualification structures and requirements will also be introduced. An emphasis will be given to effective strategies for teaching and learning chemistry.

Edit Paper Description Content

Paper Structure

Edit Paper Structure Content
This paper will be taught through 3 hour workshops across the academic year. Two sessions will be conducted in a secondary school in Hamilton. Some sessions will be conducted on-line.
Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the course should be able to:

  • identify curriculum and assessment requirements for chemistry teaching in the senior secondary school with particular reference to years 11 to 13.
    Linked to the following assessments:
  • develop knowledge and understanding of curriculum related chemistry content (concepts and skills).
    Linked to the following assessments:
  • display competency in safe laboratory practice and management issues.
    Linked to the following assessments:
  • design plans for individual lessons lesson sequences and units of work in context.
    Linked to the following assessments:
  • select, prepare, and evaluate appropriate learning materials to support lessons and units of work.
    Linked to the following assessments:
  • prepare, use and evaluate a variety of student-centred teaching strategies.
    Linked to the following assessments:
  • construct tasks using appropriate assessment methods to assess student achievement in Level 1-3 NCEA achievement standards.
    Linked to the following assessments:
  • evaluate the effectiveness of their teaching in terms of student learning.
    Linked to the following assessments:
  • reflect critically on their teaching practice to help develop a philosophy of teaching.
    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content

Assessment Components

Edit Assessments Content

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. Students' understanding of chemical ideas
4 Apr 2019
No set time
30
  • In Class: In Workshop
  • Online: Submit through Moodle
2. The CoRe
8 Aug 2019
No set time
30
  • Hand-in: In Workshop
  • Online: Submit through Moodle
3. Chemistry Unit Plan
17 Oct 2019
No set time
40
  • Hand-in: In Workshop
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Required Readings

Edit Required Readings Content

Ministry of Education (1994). Chemistry in the New Zealand Curriculum. Wellington, NZ: Learning Media.

Ministry of Education (1993). Science in the New Zealand Curriculum. Wellington, NZ: Learning Media.

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, NZ: Learning Media.

National Qualifications Authority. (2012). Achievement Standards in Chemistry, Levels 1-3. Available at www.nzqa.govt.nz

Edit Required Readings Content

Recommended Readings

Edit Recommended Readings Content

Books

Bucat, R. B., & Fensham, P. J. (Eds.) (1995). Selected Papers in Chemical Education Research: Implications for the teaching of chemistry,. Delhi: The Committee on Teaching of Chemistry, IUPAC.

Bucat R.B, & Shand T. (1996). Thinking Tasks in Chemistry, Teaching for Understanding. Perth, Australia: Department of Chemistry, University of Western Australia

Cooper B., & Abbott, G. (2012). Year 12 (NCEA Level 2) Chemistry Workbook – External standards 2.4, 2.5, and 2.6. Hamilton, NZ: ABA Resources

Cooper B. & Abbott, G. (2012). Year 12 (NCEA Level 2) Chemistry Workbook. Hamilton, NZ: ABA Resources

Cooper B. & Abbott G. (2006). Year 13 (NCEA Level 3) Chemistry Practical Workbook). Hamilton, NZ: ABA Resources

Cooper B. & Abbott G. (2006). Year 13 (NCEA Level 3) Chemistry Theory Workbook Hamilton, NZ: ABA Resources

Eilks, I., & Hofstein, A. (Eds.). (2013). Teaching Chemistry: A studybook. Rotterdam: Sense Publishers. (ebook available through our library)

Kind, V. (2004) Beyond Appearances: Students' Misconceptions about Basic Chemical Ideas(2nd ed.), London: Royal Society of Chemistry. (Available online)

Loughran J, Berry, A. & Mulhall (2006) Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. Rotterdam, Netherlands; Sense Publishers

Taber, K. S. (2002). Chemical Misconceptions - Prevention, Diagnosis and Cure: Volume 1: Theoretical background. London: Royal Society of Chemistry. (Available online)

Taber, K. S. (2002). Chemical Misconceptions - Prevention, Diagnosis and Cure: Volume 2: Classroom Practice. London: Royal Society of Chemistry. (Available online)

Taber, K. S. (Ed.). (2012). Teaching Secondary Chemistry (2nd ed.). London: Hodder Education. (ebook available through our library)

Wignall, A. & Wales, T. (2011). Beginning Chemistry Workbook (2nd Edition). Auckland, NZ: Pearson

Wignall, A. & Wales, T. (2009). Continuing Chemistry. Auckland, NZ: Pearson

Wong, V. (2006). Inspirational Chemistry – resources for modern curricula. London: Royal Society of Chemistry

Journals

Chem Matters.

Chem 13 news

Chem NZ

Chemical Education Research and Practice

International Journal of Science Education

Journal of Chemical Education

NZ Science Teacher

Research in Science Education

Edit Recommended Readings Content

Other Resources

Edit Other Resources Content

Te kete Ipurangi - The Online learning Centre http://www.tki.org.nz

NCEA http://www.ncea.govt.nz

Royal Society of Chemistry http://www.chemsoc.org

The Science Learning Hub www.sciencelearn.org.nz/

Edit Other Resources Content

Online Support

Edit Online Support Content
Resources will be made available through Moodle
Edit Online Support Content

Workload

Edit Workload Content
50 hours contact plus 100 hours study and assessment
Edit Workload Content

Linkages to Other Papers

Edit Linkages Content
This paper builds on ideas introduced in TEMS726 and TEMS727
Edit Linkages Content

Prerequisite(s)

students must have completed papers at 300 level in a subject that supports the teaching of Chemistry in secondary schools

Corequisite(s)

Corequisite papers: TEMS726

Equivalent(s)

Restriction(s)

Edit Linkages Content