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  2. Secondary Science Education [SCE2101]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Secondary Science Education

  • Unit Code

    SCE2101

  • Year

    2026

  • Enrolment Period

    1

  • Version

    3

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

  • Unit Coordinator

    Ms Janette Linda HEAD

Description

The purpose of this unit is to familiarise students with the science learning area of the Australian Curriculum and curriculum materials available for secondary science. The unit introduces students to the principles of the constructivist approach to science instruction, creating lesson plans to develop acceptable scientific conceptual frameworks and effective classroom management strategies. The unit is designed to allow students to explore the nature of scientific inquiry and develop their understanding of the process of science, as well as strengthen their skills in handling laboratory equipment likely to be used in secondary science classes.

Equivalent Rule

Unit was previously coded SCE2141, SCE4181

Learning Outcomes

On completion of this unit students should be able to:

  1. Understand the structure, rationale and scope and sequence of the science learning area as expressed in the Australian Curriculum by applying these requirements to the construction of lesson plans.
  2. Plan lesson procedures that that develop scientifically acceptable conceptual frameworks in children with a range of alternative conceptions and that also cater for individual differences in student's learning style.
  3. Critically evaluate and successfully implement a variety of teaching strategies used to initiate active learning in science classrooms in the secondary school.
  4. Articulate and apply the appropriate safety procedures and ethics requirements when constructing science activities, so as to maintain a safe science classroom environment.
  5. Discuss the nature of scientific inquiry and distinguish it from non-scientific conceptual frameworks by demonstrating a range of science process skills, especially as they apply to the learning of secondary science.

Unit Content

  1. An examination of the rationale, structure and scope and sequence of science as expressed in the Australian Curriculum.The Australian Curriculum: Science has three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry skills. These three strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.
  2. Investigation of the teaching role and skills needed to successfully implement a variety of procedures in science classes including the organisation of laboratory classes, discussions, demonstrations, group work and formal presentations.
  3. Planning for safety in science classes and developing management strategies for the potential dangers associated with chemicals and equipment normally used in school science.
  4. Procedures in the development of specific learning outcomes from general statements of aims.
  5. The processes involved in science concept development and the influence of misconceptions on the development of conventional scientific conceptual frameworks in school students.
  6. The social and academic task structures of science classrooms and their influence on management style and student on-task behaviour. The methods of student motivation and classroom management available to the science teacher.

Learning Experience

Students will attend on campus classes as well as engage in learning activities through ECU's LMS

City CampusJoondalupSouth West (Bunbury)
Semester 1Not Offered13 x 3 hour seminarNot Offered

For more information see the Semester Timetable

Additional Learning Experience Information

Workshop style teaching and learning processes where lectures will interweave with group discussions, co-operative group work, practical activities, peer teaching and directed readings.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

ON CAMPUS
TypeDescriptionValue
PresentationScience demonstration and lesson plan60%
AssignmentScience concepts40%

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Assessment

Students please note: The marks and grades received by students on assessments may be subject to further moderation. Informal vivas may be conducted as part of an assessment task, where staff require further information to confirm the learning outcomes have been met. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

Academic Integrity

Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work as well as any generative artificial intelligence tools that may have been used. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.

Breaches of academic integrity can include:

  • Plagiarism: Copying the words, ideas or creative works of other people or generative artificial intelligence tools, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).
  • Unauthorised collaboration (collusion): Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).
  • Contract cheating: Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.
  • Cheating in an exam: Using or having access to unauthorised materials in an exam or test.

Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.

ECU's policies and more information about academic integrity can be found on the student academic integrity website.

All commencing ECU students are required to complete the Academic Integrity Module.

Assessment Extension

In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment Procedure - for more information visit https://askus2.ecu.edu.au/s/article/000001386.

Special Consideration

Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment Procedure - for more information visit https://askus2.ecu.edu.au/s/article/000003318.

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