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Assessment task link to unit learning outcomes: This assessment task links to aspects of the following three (out of five) outcomes for this unit: ? Appreciate science as a way of thinking that generates knowledge and which represents cultures and societies (Learning Outcome (LO) 1); ? Critically reflect on their experiences as science learners and identify implications for their professional identities (LO 3); and ? Communicate science understanding in multiple ways and to multiple audiences (LO 5).
Details of task: As a generalist teacher, you will be faced with planning and facilitating learning and teaching experiences across a range of topics and learning areas in the primary years that you may feel more or less confident and comfortable engaging with. Science is one of those areas. We are all a product of our past experiences. They shape what we like and don’t like, how we act and respond, what we value and what we attend to. This has a significant influence not only on our daily lives, but how we shape ourselves as a teacher and interact within our school community.
An important aspect of being a teacher is being able to reflect on these experiences and acknowledge the impact they have, so that you can understand why you do what you do in the classroom as well as take steps to grow and improve to enhance your students learning.
As you embark on your journey of learning to be a generalist teacher, this task has been designed to provide you with an opportunity to consider your own feelings towards and experiences of science and, importantly, reflect on how this positions you to teach science in the primary years.
To support you with this task, you will use the to construct your reflective critique. As a guide, your response to each R 4R framework should be around 500 words in length (total of 2000 words).
This R involves a descriptive account of a situation/issue – what happened?
Describe one significant past experience of your science education, e.g. one which conveys a situation where you have engaged with science or not. While this experience is based within your own science education, it can be something that occurred either in or out of classroom settings. Outline what was happening in terms of observations of the teacher’s behaviour and that of your classmates and your behaviour as a learner.
This R involves outlining your emotional/personal response to the situation/issue – what observations have you made or/and feelings do you have?
Describe how this experience made you feel as a learner of science . What were you learning about the role of the teacher in school science/ the role of the student/ the relationship between teacher and student/ the role of understanding/science knowledge/the nature of science?
This R integrates theoretical understandings relevant to the situation/issue – what connections can you make between the situation /issue and your theoretical knowledge of the wider context?
Critically examine current perspective of science learning and teaching and make connections between this perspective and your ONE experience of science.
This R draws conclusions and develops a future action plan – what is your understanding about the situation/issue now that can be used to reframe or reconstruct your future practice and further develop your understanding of professional practice?
Outline how this experience of science could be used to inform your future role as a primary science teacher. Make connections between your experiences of science learning and teaching as a student and your understandings about the ways you might like to engage with science learning and teaching as a primary school teacher. What does this all mean in terms of your understandings and interpretations of what constitutes quality science learning and teaching in the primary years?
2000 wordsWord count/equivalent:
Presentation requirements: Your reflective critique should be presented as a structured essay with sub-headings. You need to write in a scholarly, but reflective manner, which means writing from the first person (where relevant) is appropriate for this task. Ensure that a reference list is included at the end of your research paper using APA (6 ed.) style of referencing

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