EUN636 Designing for Connected STEM Understanding
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: | EUN636 |
|---|---|
| Equivalent(s): | CRZ636, EUZ636 |
| 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 - 11A 2024, Kelvin Grove, Internal (Start Date: 30 Sep 2024)
| Unit code: | EUN636 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ636, CRZ636 |
| Coordinator: | Cate Challen | catherine.challen@qut.edu.au |
Overview
There are numerous overlaps and interconnections between the content knowledge and skills of each STEM discipline, and in turn discipline-specific curricula. In this unit, you will focus on developing your ability to identify content and skill based conceptual connections within and between the STEM disciplines. From this, you will then consider defining learning goals that are aligned to the content and skills of the disciplines (including the connections you've identified), and then designing transdisciplinary curriculum and instruction that are aligned to the learning goals and which will develop your learners' connected STEM understanding and 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 to transdisciplinary curriculum and instruction design. (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 consider various aspects of instructional design, including:
- Identifying the connections within and across the STEM disciplines in terms of both discipline concepts and skills, and leveraging these connections to craft authentic transdisciplinary learning experiences which are aligned to the relevant curricula.
- Techniques for planning an instructional sequence and the selection of appropriate teaching resources to use in STEM education.
- Teaching strategies that can be employed to guide the development of learners' social, ethical and cultural capability as they work both individually and in groups to solve problems.
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 either on-campus or on-line modules. 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, including progress toward the summative task.
- Use of online tools (e.g., video conferencing, online discussion forums) to support tutor-student and student-student discussion.
- Generic comments/feedback provided to the entire cohort.
- Summative assessment criteria sheet aligned to the unit outcomes and with guidance that are specific to the assessment task.
- Qualitative comments provided on the summative task and/or associated criteria feedback sheet.
Assessment
Overview
Summative assessment in this unit is comprised of a single task: the Teaching Plan.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Teaching Plan
In regard to your knowledge of strategies to select and sequence STEM content to achieve connected understanding, you will develop an integrative STEM planning workflow. You will present an infographic and video-recording that explains and illustrates how integrative STEM planning may be applied in your educational context.
Assessment Focus
This task will assess your:
- Deep understanding of principles and practices regarding the design of transdisciplinary STEM curriculum and instruction.
- Ability to critically apply your knowledge of principles and practices in relation to transdisciplinary STEM curriculum and instruction.
- Use technical and communication skills to describe, design, evaluate, implement, analyse and theorise about the design of transdisciplinary STEM curriculum and instruction.
- Ability to create and explain transdisciplinary STEM curriculum and instruction which is 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 follows.
Resource Materials
Other
There are no set texts for this unit. Links to suggested readings and resources will be published via the Canvas and/or QUT Readings.
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 - 11A 2024, Online (Start Date: 30 Sep 2024)
| Unit code: | EUN636 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ636, CRZ636 |
Overview
There are numerous overlaps and interconnections between the content knowledge and skills of each STEM discipline, and in turn discipline-specific curricula. In this unit, you will focus on developing your ability to identify content and skill based conceptual connections within and between the STEM disciplines. From this, you will then consider defining learning goals that are aligned to the content and skills of the disciplines (including the connections you've identified), and then designing transdisciplinary curriculum and instruction that are aligned to the learning goals and which will develop your learners' connected STEM understanding and 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 to transdisciplinary curriculum and instruction design. (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 consider various aspects of instructional design, including:
- Identifying the connections within and across the STEM disciplines in terms of both discipline concepts and skills, and leveraging these connections to craft authentic transdisciplinary learning experiences which are aligned to the relevant curricula.
- Techniques for planning an instructional sequence and the selection of appropriate teaching resources to use in STEM education.
- Teaching strategies that can be employed to guide the development of learners' social, ethical and cultural capability as they work both individually and in groups to solve problems.
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 either on-campus or on-line modules. 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, including progress toward the summative task.
- Use of online tools (e.g., video conferencing, online discussion forums) to support tutor-student and student-student discussion.
- Generic comments/feedback provided to the entire cohort.
- Summative assessment criteria sheet aligned to the unit outcomes and with guidance that are specific to the assessment task.
- Qualitative comments provided on the summative task and/or associated criteria feedback sheet.
Assessment
Overview
Summative assessment in this unit is comprised of a single task: the Teaching Plan.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Teaching Plan
In regard to your knowledge of strategies to select and sequence STEM content to achieve connected understanding, you will develop an integrative STEM planning workflow. You will present an infographic and video-recording that explains and illustrates how integrative STEM planning may be applied in your educational context.
Assessment Focus
This task will assess your:
- Deep understanding of principles and practices regarding the design of transdisciplinary STEM curriculum and instruction.
- Ability to critically apply your knowledge of principles and practices in relation to transdisciplinary STEM curriculum and instruction.
- Use technical and communication skills to describe, design, evaluate, implement, analyse and theorise about the design of transdisciplinary STEM curriculum and instruction.
- Ability to create and explain transdisciplinary STEM curriculum and instruction which is 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 follows.
Resource Materials
Other
There are no set texts for this unit. Links to suggested readings and resources will be published via the Canvas and/or QUT Readings.
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.