EMC305 Investigation: Mathematics, Science and Technology (8)

CSU Discipline Area: Curriculum Studies (CURIC)

Duration: One session

Abstract:

This subject presents the development of mathematical, scientific and technological concepts by young children within a sociocultural theoretical framework. Science, mathematics and technology are perceived as ways of processing concrete, perceptual and linguistically available information to form concepts and solve problems. Students will participate in a number of practical but theoretically based experiences in order to understand the kinds of social, linguistic and imaginative contexts which facilitate young children's mathematical, scientific and technological understanding.

+ Subject Availability Modes and Locations

Session 1
Distance	Albury-Wodonga
Session 2
Distance	Albury-Wodonga
Term 3
Internal	Canada

Continuing students should consult the SAL for current offering details: EMC305

Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Enrolment restrictions:

Students enrolled in the Bachelor of Early Childhood Studies or as approved by the Course Coordinator.

Objectives:

Upon successful completion of this subject, students should:

- understand the ways in which the integrative nature of children's play and other informal contexts can support young children's construction of knowledge and acquisition and use of early mathematics, science and technology concepts;
- develop skills in creating learning communities in the classroom;
- expand and consolidate their own science, mathematics and technological knowledge, and the historical and cultural sources of that knowledge, as necessary foundation for fulfillment of their professional expectations;
- develop and demonstrate their skills in planning, implementing, evaluating and reflecting upon teaching and learning experiences with the potential for facilitating mathematics, science and technology understanding;
- recognize and act upon opportunities for spontaneous learning in the areas of mathematics, science and technology;
- apply professional skills and knowledge in ways which will encourage children to investigate materials and ideas without limitations imposed by culture and other sources of diversity;
- examine and apply potential uses for current communication technologies in early childhood settings;
- develop and demonstrate specific communication and teaching strategies which support children's construction of mathematics and scientific knowledge; and
- access the human and technological resources most appropriate for exploring and examining all aspects of the subject.

Syllabus:

The subject will cover the following topics:

- content areas of mathematics (number, measurement, space (shape, graphs, continuity, enclosure, direction, position) and probability) - content areas of science - physics (heat, light, mass, friction, levers), natural science (growth, survival needs, life cycles of living things), and environmental science (conservation) - content areas of technology (identifying tools used in society; selecting suitable programs, word processing, databases, games, art) - provoking and facilitating learning in both planned and spontaneous situations across mathematics, science and technology - engaging students in the processes of science and mathematics, including questioning, exploring and investigating (including sensory exploration and investigation); observing phenomena; considering data derived from observation; and communicating about and representing aspects of these processes - planning learning experiences based on opportunities for linguistic, social and imaginative engagement; sensory exploration and discovery; formulating theories; representational thought processes; social as well as individual engagement; and sociocultural modelling during communication between children - developing and implementing appropriate teaching strategies based on: clarifying own conceptual understandings about mathematics, science and technology; encouraging and supporting children to use investigating and problem-solving skills and processes; collaborating with children in metacognitive processes required for reflection and further planning; and considering all sources in individual and cultural diversity.

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