EUB245 Digital and Scientific Discovery with Young Children
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: | EUB245 |
|---|---|
| Prerequisite(s): | EUB141. This can be studied concurrently. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUB245 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB141. This can be studied concurrently. |
| Coordinators: | Maryanne Theobald | m.theobald@qut.edu.au Sonia White | sl.white@qut.edu.au |
Overview
In this unit you will actively engage with a range of science experiences and digital technologies that can be meaningfully integrated within early childhood education and care settings. You will explore engaging science learning experiences that support children's conceptual development of the natural and built world within biology, chemistry, physics, earth and space science and STEM. Applying relevant frameworks and research, the unit will also explore the ways in which children’s learning can be supported by carefully selected digital technology resources and strategies. Current research evidence will be used to inform principles and considerations for safe and supportive digital engagement that you can apply throughout your professional practice. You will draw on constructivist theories of teaching and learning through age-appropriate learning experiences that foster inquiry-based and hands-on process skills appropriate to the early years.
Learning Outcomes
On successful completion of this unit you will be able to:
- Articulate science concepts and process skills relevant to early years science education for children and educators.
- Apply inquiry-based skills in planning for and participating in learning experiences in early years science.
- Justify inquiry-based approaches based on scholarly and professional literature, and curriculum documents.
- Plan learning experiences that enable meaningful digital technology integration within early childhood education and care settings.
- Identify and demonstrate the use of digital technology resources appropriate for safe, ethical, and play-based learning environments.
- Justify pedagogical decisions and technology choices based on scholarly and professional literature, and curriculum documents.
Content
This unit will cover the following:
- Science and digital technology within the Early Years Learning Framework.
- Pedagogical approaches for digital and scientific discovery with young children.
- Key content areas including biological, chemical, physical, earth and space sciences and STEM.
- Inquiry based scientific processes apppropriate to the early years.
- Diverse, contemporary, and cultural perspectives on science education, including Aboriginal and Torres Strait Islander perspectives.
- Principles and considerations for the selection and use of digital technology in early years settings.
Learning Approaches
In this unit, you will learn by engaging in active and reflective learning. Learning activities are designed to draw upon your professional experience and prior learning.
A range of teaching and learning experiences will be used including:
- professional readings
- video and/or audio recordings
- interactive activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- feedback from peers in group discussions
- unit coordinator and tutor comments to the cohort
- formative assessment tasks, and
- summative assessment tasks.
Assessment
Overview
There are two assessment tasks in this unit:
1. Science Portfolio - in this task you will reflect on your science learning experiences during the unit and connect these to your future teaching practice.
2. Learning Sequence and Demonstration - this task builds on your digital skills to plan a learning sequence and demonstrate use of a digital technology for young children.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Science Portfolio
You will develop a portfolio connecting your science workshop experiences with your future teaching practice. The portfolio will outline and justify a selection of learning experiences, inquiry-based pedagogies and resources from key content areas and align these with science curriculum documents for the early years. You will include strategies for engaging diverse learners.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Technology Learning Sequence and Demonstration
You will provide an overview of a learning sequence (3-4 experiences/activities) that includes the purposeful integration of a digital technology. Select one digital technology used in the learning sequence and video yourself using the technology for the purposes of sharing it with colleagues and/or families. Justify how this technology meets the learning outcomes of the learning sequence and is appropriate for safe, supportive and play-based learning environments. Support your justification with curriculum and scholarly literature.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Costs
You will be required to supply household materials for undertaking science experiences. The materials will be low-cost and widely available.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED34 Bachelor of Early Childhood Education (Birth to Five)
- Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
Relates to: ULO2, ULO4, ULO5, Science Portfolio, Technology Learning Sequence and Demonstration - Scholarly: Analyse and interpret scholarly and professional literature to inform decision-making in early childhood education and care.
Relates to: ULO3, ULO6, Science Portfolio, Technology Learning Sequence and Demonstration - Professional: Apply policy, legislative requirements, codes of conduct and ethical principles to early childhood practice.
Relates to: ULO5, Technology Learning Sequence and Demonstration - Communicative: Articulate early childhood teaching philosophies, pedagogies and practices to a variety of audiences.
Relates to: ULO1, Science Portfolio
Unit Outline: Semester 1 2026, Online
| Unit code: | EUB245 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB141. This can be studied concurrently. |
Overview
In this unit you will actively engage with a range of science experiences and digital technologies that can be meaningfully integrated within early childhood education and care settings. You will explore engaging science learning experiences that support children's conceptual development of the natural and built world within biology, chemistry, physics, earth and space science and STEM. Applying relevant frameworks and research, the unit will also explore the ways in which children’s learning can be supported by carefully selected digital technology resources and strategies. Current research evidence will be used to inform principles and considerations for safe and supportive digital engagement that you can apply throughout your professional practice. You will draw on constructivist theories of teaching and learning through age-appropriate learning experiences that foster inquiry-based and hands-on process skills appropriate to the early years.
Learning Outcomes
On successful completion of this unit you will be able to:
- Articulate science concepts and process skills relevant to early years science education for children and educators.
- Apply inquiry-based skills in planning for and participating in learning experiences in early years science.
- Justify inquiry-based approaches based on scholarly and professional literature, and curriculum documents.
- Plan learning experiences that enable meaningful digital technology integration within early childhood education and care settings.
- Identify and demonstrate the use of digital technology resources appropriate for safe, ethical, and play-based learning environments.
- Justify pedagogical decisions and technology choices based on scholarly and professional literature, and curriculum documents.
Content
This unit will cover the following:
- Science and digital technology within the Early Years Learning Framework.
- Pedagogical approaches for digital and scientific discovery with young children.
- Key content areas including biological, chemical, physical, earth and space sciences and STEM.
- Inquiry based scientific processes apppropriate to the early years.
- Diverse, contemporary, and cultural perspectives on science education, including Aboriginal and Torres Strait Islander perspectives.
- Principles and considerations for the selection and use of digital technology in early years settings.
Learning Approaches
In this unit, you will learn by engaging in active and reflective learning. Learning activities are designed to draw upon your professional experience and prior learning.
A range of teaching and learning experiences will be used including:
- professional readings
- video and/or audio recordings
- interactive activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- feedback from peers in group discussions
- unit coordinator and tutor comments to the cohort
- formative assessment tasks, and
- summative assessment tasks.
Assessment
Overview
There are two assessment tasks in this unit:
1. Science Portfolio - in this task you will reflect on your science learning experiences during the unit and connect these to your future teaching practice.
2. Learning Sequence and Demonstration - this task builds on your digital skills to plan a learning sequence and demonstrate use of a digital technology for young children.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Science Portfolio
You will develop a portfolio connecting your science workshop experiences with your future teaching practice. The portfolio will outline and justify a selection of learning experiences, inquiry-based pedagogies and resources from key content areas and align these with science curriculum documents for the early years. You will include strategies for engaging diverse learners.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Technology Learning Sequence and Demonstration
You will provide an overview of a learning sequence (3-4 experiences/activities) that includes the purposeful integration of a digital technology. Select one digital technology used in the learning sequence and video yourself using the technology for the purposes of sharing it with colleagues and/or families. Justify how this technology meets the learning outcomes of the learning sequence and is appropriate for safe, supportive and play-based learning environments. Support your justification with curriculum and scholarly literature.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Costs
You will be required to supply household materials for undertaking science experiences. The materials will be low-cost and widely available.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED34 Bachelor of Early Childhood Education (Birth to Five)
- Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
Relates to: ULO2, ULO4, ULO5, Science Portfolio, Technology Learning Sequence and Demonstration - Scholarly: Analyse and interpret scholarly and professional literature to inform decision-making in early childhood education and care.
Relates to: ULO3, ULO6, Science Portfolio, Technology Learning Sequence and Demonstration - Professional: Apply policy, legislative requirements, codes of conduct and ethical principles to early childhood practice.
Relates to: ULO5, Technology Learning Sequence and Demonstration - Communicative: Articulate early childhood teaching philosophies, pedagogies and practices to a variety of audiences.
Relates to: ULO1, Science Portfolio