EUN634 STEM Pedagogies
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN634 |
|---|---|
| Equivalent(s): | CRZ634, EUZ634 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $277 |
| Domestic tuition unit fee | $1,488 |
| International unit fee | $2,010 |
Unit Outline: Flexible Period - 06A 2024, Kelvin Grove, Internal (Start Date: 07 May 2024)
| Unit code: | EUN634 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ634, CRZ634 |
| Coordinator: | Vinesh Chandra | v.chandra@qut.edu.au |
Overview
Productive work in the STEM fields is often associated with some form of question-posing and problem solving, and authentic STEM learning hinges on learners curiously inquiring into the world around them. Pedagogies have been developed that can be used in STEM education to promote such inquiry-oriented learning, including those that make significant use of digital technologies to support learning. Through such learning approaches, learners not only develop understanding about STEM concepts and propose solutions to problems, but they also authentically develop various higher-order thinking skills.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding of a body of knowledge that includes recent developments related STEM pedagogies, including the use of digital technologies as tools for learning in STEM (CLO 1.1).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice relating to STEM Education (CLO 2.1).
- Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to effective professional practice in STEM Education (CLO 2.4).
- Demonstrate application of knowledge and skills relating to STEM Education with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO 3.1).
Content
This unit will develop your knowledge and application of inquiry-oriented pedagogies used in STEM education, and may include:
- Science inquiries or investigations.
- Mathematical modelling.
- Design challenges.
You will consider how these pedagogies are similar and different and how their overlaps can be potentially used to draw connections between the STEM disciplines. You will also explore how the reality of STEM learners, including aspects of their culture, may be recognised and drawn upon as a basis for designing engaging inquiries. Your will also develop knowledge and skill in use of various digital technologies to support inquiry-oriented learning in STEM.
Learning Approaches
Your study in this unit is divided into a series of modules. As either an on-campus or on-line learner, for each module you will complete a series of activities, some of which will be completed individually and some of which will be completed collaboratively with peers. Some of these activities will provide you with formative feedback about your learning and your progress towards completing the unit’s summative assessment. Appropriate technologies will be used to facilitate your learning and so enable your full participation in these activities in either on-campus or on-line modes. Your timely completion of the learning activities in each module will be critical to your learning and achievement in this unit.
Feedback on Learning and Assessment
Feedback is this unit is provided to you in a variety of ways:
- Discussions in relation to the workshop activities will provide opportunities for questioning and formative feedback.
- Summative assessment criteria sheets aligned to the unit outcomes and with descriptors that are specific to the assessment tasks.
- Qualitative comments provided on summative tasks and/or associated criteria feedback sheets.
- Use of online tools (e.g. blogs and wikis) to scaffold tutor-student and student-student discussion.
- Generic comments/feedback provided to the entire cohort.
Assessment
Overview
Summative assessment in this unit is comprised of a single task: the Learning Resource
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Learning Resource
To demonstrate your understanding inquiry-oriented pedagogies in STEM education, you will reflect on the pedagogies currently used in you STEM education context and identify a gap or area for pedagogy improvement. To address this gap or area for improvement, you will adopt one or more of the inquiry-oriented pedagogies presented during the learning activities of this unit and create an inquiry-oriented task that believe would address, at least in part, the identified gap or area for improvement. You will present the task as a learning resource suitable for use in your STEM education context and you will accompany the resource with a discussion, targeted towards peers in your STEM education context, that outlines the perceived gap or area for improvement and an explanation of the learning resource's feature(s) and how the resource addresses the gap or area for improvement.
Assessment Focus
This task will assess your:
- Deep understanding of STEM pedagogies and their application to the design of learning resources to be used your STEM education context.
- Ability to critically apply your knowledge of principles and practices in relation to STEM pedagogies.
- Use technical and communication skills to describe, design, evaluate, implement, analyse and theorise about STEM pedagogies.
- Ability to create and explain learning resources that are based upon contemporary STEM pedagogy and which are relevant to your STEM education context.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource information for this unit is noted below.
Resource Materials
Reference book(s)
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021). STEM education in the primary school: a teacher's toolkit. Cambridge University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer and laboratory use will apply.
Unit Outline: Flexible Period - 06A 2024, Online (Start Date: 07 May 2024)
| Unit code: | EUN634 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ634, CRZ634 |
Overview
Productive work in the STEM fields is often associated with some form of question-posing and problem solving, and authentic STEM learning hinges on learners curiously inquiring into the world around them. Pedagogies have been developed that can be used in STEM education to promote such inquiry-oriented learning, including those that make significant use of digital technologies to support learning. Through such learning approaches, learners not only develop understanding about STEM concepts and propose solutions to problems, but they also authentically develop various higher-order thinking skills.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding of a body of knowledge that includes recent developments related STEM pedagogies, including the use of digital technologies as tools for learning in STEM (CLO 1.1).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice relating to STEM Education (CLO 2.1).
- Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to effective professional practice in STEM Education (CLO 2.4).
- Demonstrate application of knowledge and skills relating to STEM Education with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO 3.1).
Content
This unit will develop your knowledge and application of inquiry-oriented pedagogies used in STEM education, and may include:
- Science inquiries or investigations.
- Mathematical modelling.
- Design challenges.
You will consider how these pedagogies are similar and different and how their overlaps can be potentially used to draw connections between the STEM disciplines. You will also explore how the reality of STEM learners, including aspects of their culture, may be recognised and drawn upon as a basis for designing engaging inquiries. Your will also develop knowledge and skill in use of various digital technologies to support inquiry-oriented learning in STEM.
Learning Approaches
Your study in this unit is divided into a series of modules. As either an on-campus or on-line learner, for each module you will complete a series of activities, some of which will be completed individually and some of which will be completed collaboratively with peers. Some of these activities will provide you with formative feedback about your learning and your progress towards completing the unit’s summative assessment. Appropriate technologies will be used to facilitate your learning and so enable your full participation in these activities in either on-campus or on-line modes. Your timely completion of the learning activities in each module will be critical to your learning and achievement in this unit.
Feedback on Learning and Assessment
Feedback is this unit is provided to you in a variety of ways:
- Discussions in relation to the workshop activities will provide opportunities for questioning and formative feedback.
- Summative assessment criteria sheets aligned to the unit outcomes and with descriptors that are specific to the assessment tasks.
- Qualitative comments provided on summative tasks and/or associated criteria feedback sheets.
- Use of online tools (e.g. blogs and wikis) to scaffold tutor-student and student-student discussion.
- Generic comments/feedback provided to the entire cohort.
Assessment
Overview
Summative assessment in this unit is comprised of a single task: the Learning Resource
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Learning Resource
To demonstrate your understanding inquiry-oriented pedagogies in STEM education, you will reflect on the pedagogies currently used in you STEM education context and identify a gap or area for pedagogy improvement. To address this gap or area for improvement, you will adopt one or more of the inquiry-oriented pedagogies presented during the learning activities of this unit and create an inquiry-oriented task that believe would address, at least in part, the identified gap or area for improvement. You will present the task as a learning resource suitable for use in your STEM education context and you will accompany the resource with a discussion, targeted towards peers in your STEM education context, that outlines the perceived gap or area for improvement and an explanation of the learning resource's feature(s) and how the resource addresses the gap or area for improvement.
Assessment Focus
This task will assess your:
- Deep understanding of STEM pedagogies and their application to the design of learning resources to be used your STEM education context.
- Ability to critically apply your knowledge of principles and practices in relation to STEM pedagogies.
- Use technical and communication skills to describe, design, evaluate, implement, analyse and theorise about STEM pedagogies.
- Ability to create and explain learning resources that are based upon contemporary STEM pedagogy and which are relevant to your STEM education context.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource information for this unit is noted below.
Resource Materials
Reference book(s)
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021). STEM education in the primary school: a teacher's toolkit. Cambridge University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer and laboratory use will apply.