EMS501 Highly Effective Teaching: Primary STEM (8)

This is a core subject to meet the requirements for a primary specialisation recognised by NESA in STEM/Science and Technology and Mathematics. STEM (Science, Technology, Engineering and Mathematics) draws on knowledge and skills of the scientific and technical disciplines to pose, ponder and solve complex, real-world problems. To be successful in STEM, children need to be skilled investigators, innovative thinkers, problem solvers and communicators, as well as have confidence in their abilities in STEM, and view STEM as personally relevant and important. In this subject, students will be required to develop engaging STEM learning experiences that integrate syllabus content which is applied in project, problem or inquiry-based learning situations that are authentic and contextual. Students will also explore a strengths-based approach to differentiate their practice and strategies to integrate the general capabilities such as: critical and creative thinking, information and communication technology capability and personal and social capability into STEM learning experiences.

Availability

Session 1 (30)
Online
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EMS501. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Education

Enrolment Restrictions

This subject is available to students enrolled in the Master of Teaching (Primary) course only.

Students with a Science and Technology KLA Primary Teaching area should complete EMS406 (and from 2020 ESC407) prior to enrolling in EMS501.

Students with a Mathematics KLA Primary Teaching area should complete (EMM209 or EMM418) and (EMM410 or EMM503) prior to enrolling in EMS501.

This subject is not available to students who have completed EMS407.

Assumed Knowledge

This subject has assumed knowledge from the following subjects: (EMM209 or EMM418) and (EMM410 or EMM503 for students with a primary specialisation in Mathematics from 2020) and EMS406 (and ESC407 for students with a primary specialisation in Science and Technology from 2020).

Subject Relationships

EMS407 Paired Subject

Incompatible Subjects

EMS407

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to discuss the importance of STEM and STEM education, and evaluate emergent research and policy directions in the field;
  • be able to identify cross-curricular links and describe pedagogical approaches to integrating the learning areas of Mathematics and Science and Technology, as well as the general capabilities in STEM education;
  • be able to describe and reflect on factors and strategies that foster student and educator engagement and self-efficacy in STEM;
  • be able to describe and promote effective strategies to foster children's STEM capabilities, including knowledge, creativity and innovation, and higher-order thinking skills, within authentic STEM contexts;
  • be able to develop, promote and evaluate quality STEM learning experiences that use integration, inquiry and project-based learning strategies;
  • be able to design STEM units of work using a framework for effective STEM education and incorporating appropriate use of ICT and digital technologies, and assessment to facilitate and evaluate learning; and
  • be able to apply a strengths-based approach to design STEM units of work that support diverse learners and inclusive student participation in STEM learning activities.

Syllabus

This subject will cover the following topics:
  • STEM and STEM education - real-world, authentic, integrated and problem driven
  • STEM educator capacities and dispositions - the importance of educator's own competence, confidence and positive dispositions
  • STEM capabilities - knowledge and higher-order thinking skills, such as critical and creative thinking, innovative thinking and problem solving, and the Australian Curriculum general capabilities
  • STEM engagement - STEM learner motivation and dispositions
  • Opportunities in the primary curriculum for integrating STEM - focus on mathematics/numeracy, science and technology content, processes and skills
  • STEM pedagogies - inquiry-based learning, project-based learning, problem-based learning, and using ICTs and digital technologies to support STEM education
  • Programming and assessment in STEM
  • Equity in STEM education and a strengths-based approach
  • STEM learning environments, educational leadership, and STEM across the learning journey

The information contained in the CSU Handbook was accurate at the date of publication: January 2020. The University reserves the right to vary the information at any time without notice.

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