Overview
In Chemical and Physical Sciences, students apply theoretical concepts and current research related to teaching and learning in Science to engage in authentic evaluation and pedagogical design practices. Chemical and Physical Sciences examines both theoretical perspectives and the content and pedagogy required to teach Science in Primary and Early Childhood classrooms. Students develop understanding of the content and structure of these two strands in the Australian Curriculum and build on the knowledge and skills they developed in the Biological and Earth and Space Science unit to further examine views around best practice in Science pedagogy linked to current research. Chemical and Physical Sciences includes an emphasis on assessment practices in Science which can be applied to other strands of this learning area. Planning to teach and assess students’ understanding of Science is addressed with an emphasis on how best to engage students in this learning area and scaffold understanding to enhance the ability to provide scientific explanations for phenomena.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE evaluations, email and workshop feedback.
Assessment requirements
Revise assessment requirements to improve clarity
Feedback from SUTE evaluations, email and workshop feedback.
Moodle materials
Revise Moodle materials
Feedback from Workshop and email feedback
Zoom workshops
Develop more hands-on materials to support student engagement.
- Evaluate examples of teaching and assessment practice in Science to identify how connections are made to students’ prior knowledge or experience to promote learning
- Access and apply professional literature on contemporary Science education to critically evaluate or justify planning and assessment practices
- Plan lesson sequences that use appropriate research-based teaching strategies and ICTs to structure content and address students’ possible misconceptions in Science
- Develop diagnostic , formative and summative assessment tools that identify students’ understanding of scientific phenomena
- Select assessment strategies that engage students in active learning, promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Chemical and Physical sciences.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.6 Information and Communication Technology (ICT)
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.6 Evaluate and improve teaching programs
4.1 Support student participation
5.1 Assess student learning
5.4 Interpret student data
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Practical Assessment - 50% | |||||
| 2 - Practical and Written Assessment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical Assessment - 50% | ||||||||||
| 2 - Practical and Written Assessment - 50% | ||||||||||
Textbooks
Science in Early Childhood
5th Edition (2024)
Authors: Campbell, C. & Howitt, C.
Cambridge University Press
Melbourne Melbourne , Victoria , Australia
ISBN: 9781009339742
This textbook is required for all Early Childhood pre-service teachers. If you are enrolled in the Bachelor of Education (Primary), you do not need to purchase this book.
This textbook is required for all Early Childhood pre-service teachers. If you are enrolled in the Bachelor of Education (Primary), you do not need to purchase this book.
Teaching Primary Science Constructively
8th Edition (2024)
Authors: Skamp, K.
Cengage
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780170472814
This textbook is required for all Primary pre-service teachers. If you are enrolled in the Bachelor of Education (Early Childhood), you do not need to purchase this book.
This textbook is required for all Primary pre-service teachers. If you are enrolled in the Bachelor of Education (Early Childhood), you do not need to purchase this book.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
d.mallett@cqu.edu.au
Module/Topic
Chapter
Events and Submissions/Topic
ASSESSMENT 2 - SCIENTIFIC CONCEPTS AND ALTERNATE CONCEPTIONS Due: Week 12 Wednesday (8 Oct 2025) 9:00 pm AEST
Module/Topic
Introduction, review and assessment in science
Chapter
Joint Readings
Primary science teaching trust. (2020). The Teacher Assessment in Primary Science (TAPS) Pyramid Model. https://taps.pstt.org.uk/wp-content/uploads/2020/01/Shared-Understanding-Layer-only.pdf
Preston, C., Mules, M., Baker, D., & Frost, K. (2007). Teaching primary science constructively: Experiences of pre-service teachers at Macquarie University: Part 2. Teaching Science, 53(2), 29-32.
Goodrum, D. Science - Teaching and learning in South Australia. https://youtu.be/EipdYVDyhl0
Events and Submissions/Topic
Read and re-read over the two assessments for this unit.
Re-familiarise yourself with Version 9 of the Australian Curriculum science prior to the first week's workshop.
Module/Topic
Examining Inquiry Science
Chapter
Primary Reading
Kluger-Bell, B. (2000). Chapter 6: Recognizing Inquiry: Comparing Three Hands-On Teaching Techniques. In National Science Foundation's Inquiry: Thoughts, views and strategies. National Science Foundation (pp. 39-50). https://www.academia.edu/download/30242002/k-5_strategies.pdf#page=98
Early Years' Reading
Marian. (2016). Inquiry-based learning: a framework for assessing science in the early years. Early Child Development and Care., 187(2), 221–232.
Joint Reading
Etherington, M. (2011). Investigative primary science: A problem-based learning approach. The Australian Journal of Teacher Education, 36(9), 36-57.
Harlen, W. (2000). Chapter 11: Assessment in the Inquiry Classroom. In National Science Foundation's Inquiry: Thoughts, views and strategies. National Science Foundation (pp. 86-97). https://www.academia.edu/download/30242002/k-5_strategies.pdf#page=98
Events and Submissions/Topic
Module/Topic
Chapter
Early Years Reading
Campbell, C. & Howitt, C. (2024). Chapter 1: The place of science in the early years. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (5th edition., pp. 8-16). Cambridge University Press.
Primary Readings
Dorroh, J. (2019). Bringing Student Choice to Assessment in Science Classes. https://www.edutopia.org/article/bringing-student-choice-assessment-science-classes/
Twig science reporter. How to assess learning for primary science. https://youtu.be/2QzJPa6St6I?si=w4n3qjntAHyms62u
Events and Submissions/Topic
Module/Topic
Chapter
Skamp, K. & Preston, C. (2021). Chapter 7 – Movement and force. In K. Skamp and C. Preston (Eds.), Teaching primary science constructively / edited by Keith Skamp and Christine Preston. (7th edition). Cengage.
Campbell, C. & Roberts, P. (2024). Chapter 16: Observing, assessing and documenting science learning. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (5th edition., pp. 244-263). Cambridge University Press.
French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early childhood research quarterly, 19(1), 138–149. https://doi.org/10.1016/j.ecresq.2004.01.004
Events and Submissions/Topic
AT1 due next week.
Module/Topic
Creative and reflective science teaching
Chapter
Oxford Brookes University. (2017). Drama in primary science (pp. 11-14). https://pstt.org.uk/download/780/?tmstv=1676384803
AITSL. (2016). Collaborative teaching in science inquiry. https://youtu.be/mqFdMxE0OFI?si=VpZ50x8r9YEJ85Qe
Royal society of chemistry. (2016). Puppets video: Talk for primary science. https://youtu.be/CiHshi1ioaM?si=igfd3Fywvh4hKnJe
Coe, R. (2023). Why are we betting on giving teachers more effective feedback (even though no one else is really doing this)? https://evidencebased.education/why-are-we-betting-on-giving-teachers-more-effective-feedback-even-though-no-one-else-is-really-doing-this/
Howitt, C. & Campbell, C. (2024). Chapter 17: Science education: Professional learning through reflective practice. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (5th edition., pp. 264-277). Cambridge University Press.
Events and Submissions/Topic
AT1 Assessment in Science Due: 14/08/2025 10:59 pm
Assessment 1: Assessment in Science Due: Week 5 Thursday (14 Aug 2025) 10:59 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Physical sciences sub-strand overview and Assessment in Science
Chapter
Primary Years Reading
Ciofalo, J.F. & Wylie, E.C. (2006). Using diagnostic classroom assessment: One question at a time. Teachers College Record. http://mrbartonmaths.com/resourcesnew/8.%20Research/Formative%20Assessment/Using%20Diagnostic%20Classroom%20Assessment.pdf
Early Years' Readings
Department of early education and care. (2014). Early Childhood Assessment. http://resourcesforearlylearning.org/fm/early-childhood-assessment/
Joint Reading
Australian Academy of Science. (2025). Deep connected learning tools. https://primaryconnections.org.au/pedagogical-tools/deep-connected-learning-tools
Elliott, & Pillman, A. (2016). Making science misconceptions work for us. Teaching Science, 62(1), 38–41. https://doi.org/10.3316/aeipt.214741
Events and Submissions/Topic
Module/Topic
Chemical sciences sub-strand overview
Misconceptions in Science
Chapter
Joint readings
Kind, V. (2004). Beyond Appearances: Students' misconceptions about basic chemical ideas. (2nd Edition). http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.588.2108&rep=rep1&type=pdf
Hodgson, C. & Pyle, K. (2010). A literature review of assessment for learning in science. https://www.nfer.ac.uk/media/3nzfs3zh/a_literature_review_of_assessment_for_learning_in_science.pdf
Conezio, & French, L. (2002). Science in the preschool classroom: Capitalizing on children's fascination with the everyday world to foster language and literacy development. Young Children, 57(5), 12–18.
Events and Submissions/Topic
Module/Topic
Teaching chemical sciences
Chapter
Joint reading
Barke, Hazari, A., & Yitbarek, S. (n.d.). Students’ Misconceptions and How to Overcome Them. In Misconceptions in Chemistry (pp. 21–36). https://doi.org/10.1007/978-3-540-70989-3_3
Primary Years' Reading
Skamp, K. & Preston, C. (2021). Chapter 10 – Materials and their properties. In K. Skamp and C. Preston (Eds.), Teaching primary science constructively / edited by Keith Skamp and Christine Preston. (7th edition). Cengage.
Early Years' Readings
Åkerblom, A., Součková, D., & Pramling, N. (2019). Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity. Cultural Studies of Science Education, 14(4), 879–895. https://doi.org/10.1007/s11422-018-9894-9
Events and Submissions/Topic
Module/Topic
Physical and Chemical Sciences
Chapter
Early Years Readings
Denise. (2024). Fun Ways to Teach Physics to Young Learners. https://www.goodtogreatschools.org.au/blog-teaching-physics/
Sharome Toys. (2022). Learning Physics Through Play with a Toddler. https://youtu.be/Olm9obdMso0?si=aK4w1kvS5Na5WRGI
Åkerblom, A., Součková, D., & Pramling, N. (2019). Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity. Cultural Studies of Science Education, 14(4), 879–895. https://doi.org/10.1007/s11422-018-9894-9
Primary Reading
Skamp, K. & Preston, C. (2021). Chapter 7 – Movement and force. In K. Skamp and C. Preston (Eds.), Teaching primary science constructively / edited by Keith Skamp and Christine Preston. (7th edition). Cengage.
Events and Submissions/Topic
Module/Topic
Teaching physical sciences
Chapter
Early Years Reading
Bucher, E. & Hernandez, M. (2016). Beyond bouncing the ball: Toddlers and teachers investigate physics. https://www.naeyc.org/resources/pubs/yc/jul2016/beyond-bouncing-ball-toddlers-and-teachers-investigate-physics
Primary Years' Reading
Skamp, K. & Preston, C. (2021). Chapter 6 – Electricity. In K. Skamp and C. Preston (Eds.), Teaching primary science constructively / edited by Keith Skamp and Christine Preston. (7th edition). Cengage.
Events and Submissions/Topic
Module/Topic
Integrating Science into other STEM areas - Review week
Chapter
Teig, N., Scherer, R., & Nilsen, T. (2019). I know i can, but do i have the time? The role of teachers’ self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science. Frontiers in Psychology, 10(JULY), 1697–1697. https://doi.org/10.3389/fpsyg.2019.01697
Preston, C. (2024). Chapter 11: STEM in Early Childhood. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (5th edition., pp. 163-180). Cambridge University Press.
Events and Submissions/Topic
AT2 Scientific concepts and alternate conceptions due next Wednesday.
Module/Topic
Unit review and consolidation
Chapter
No readings this week
Events and Submissions/Topic
AT2 Scientific concepts and alternate conceptions due Wednesday.
ASSESSMENT 2 - SCIENTIFIC CONCEPTS AND ALTERNATE CONCEPTIONS Due: Week 12 Wednesday (8 Oct 2025) 9:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical Assessment
Word limit: 3000 words (+/- 10%)
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI is as follows:
• Gen AI can be used to generate ideas but must be acknowledged.
Task Context: This task seeks to place you in the context of being an actual teacher in an actual school in your local area, where you have realised the importance of collaborative teaching and teaching in small groups, to teach science well.
Task overview: In this task you will develop one summative Chemical or Physical Science/STEAM assessment project that students will work on over a number of weeks. You will also create scaffolding for student work and thinking by way of an activity sheet, task card, instructions or otherwise a number of teacher guided hands-on, minds-on (Preston, 2024) chemical or physical sciences learning investigations/experiences or experiments. You need to also document on your blog posts how you will formatively assess this learning in an on-going way. These activities will involve you developing four to six (primary) and between six and ten (Early childhood) technology integrated investigations (where appropriate and beneficial) to teach the entire descriptor in small groups, which will culminate in the students completing the summative task. You will not be creating lessons or lesson summaries, however you are encouraged to include annotations on your learning tasks explain the questions you may ask your students while they are completing their investigations on your blog posts.
Online Peer evaluation
You will then draw from the unit readings and high quality literature to complete a critical reflection of a peer's summative task and lessons in a way that will help improve their lessons and assessment. Your final blog entry will be your experiences and assessment that has shown evidence that you have taken on their advice, where appropriate in developing your final tasks and assessment. You are also encouraged to use existing investigation ideas from high quality sources, acknowledging where you got these ideas from and adapting them for your activities. Further scaffolding for this task will be provided on Moodle.
This assessment task and the learning activities will be completed on your Moodle blog. References to key literature are required in each of your blog posts. Written peer feedback is a requirement for building a community of practice.
Week 5 Thursday (14 Aug 2025) 10:59 pm AEST
Submit online via Moodle
Week 7 Friday (5 Sept 2025)
Your task will be returned once moderation has occurred and in time so that you can apply the feedback to your next assignment.
- Develop summative assessment task that identifies students’ understanding of scientific phenomena that will assess student learning in line with your relevant state government requirements.
- Select learning activities that engage students in active learning, promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Chemical and Physical sciences.
- Evaluate learning and assessment practices in Science in line with unit readings and high quality literature within the context of being a beginning teacher.
- Learning activities and appropriate use of ICT.
- Evaluate examples of teaching and assessment practice in Science to identify how connections are made to students’ prior knowledge or experience to promote learning
- Access and apply professional literature on contemporary Science education to critically evaluate or justify planning and assessment practices
- Plan lesson sequences that use appropriate research-based teaching strategies and ICTs to structure content and address students’ possible misconceptions in Science
- Develop diagnostic , formative and summative assessment tools that identify students’ understanding of scientific phenomena
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
2 Practical and Written Assessment
Word limit: 3000 words
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI is as follows:
• Gen AI can be used to generate ideas but must be acknowledged.
Task Description: You will conduct a case study on a (pretend or real) student (Kindy -Year 6) who has a (Chemical and Physical) scientific misconception and draw from the unit readings and literature which will justify how you will seek to modify this misconception as if you were the child’s teacher. Your response will be in two parts as elaborated on below.
Introduction: (Usually write this section last). Provide an overview of your case study, lesson sequence and how you will align student alternate conceptions.
Part A - Case Study
Select a scientific concept from either the Chemical or Physical sciences sub-strand of the Australian Curriculum (Science) that is commonly misunderstood or poorly understood and provide a justification for the method you used to identify the student's alternate conception. Misconceptions or alternate conceptions can often be found in the media, in popular culture or during conversations with children.
Learner context: Identify a learner context that you choose to work with from Kindegarten to Year 6. You will also need to complete a table in this section comparing the student/s alternate conceptions with your understanding of the current science conception/s. These current science conceptions need to be written in your own words showing your understanding of the science to be taught.
For example:
Learner context: Provide a brief background of the pretend or real child (Use pseudonym).
| Question / Prompt / activity that elicits misconception | Child's alternate conception | Your current conception (with source). |
Part B: Aligning alternate conceptions
Provide a literature supported discussion on how you will work as a teacher of a class of around 25 students to align students misconceptions with the current scientific conception. You must keep this discussion real. You do not need to provide lesson plans, but you should talk about the activities you will engage your students in, what the teacher will do and what the students will do. You must show an understanding of science inquiry in your response.
Week 12 Wednesday (8 Oct 2025) 9:00 pm AEST
Submit online via Moodle
Your task will be returned once moderation has occurred.
- Scientific alternate conception appropriately identified and discussed.
- Used assessment strategies that engage students in active learning, promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Chemical and Physical sciences.
- Plan lesson sequences that use appropriate research-based teaching strategies to structure content and address students’ possible misconceptions in Science
- Justification for approach is practical and appropriate drawing from unit readings and high quality literature
No submission method provided.
- Evaluate examples of teaching and assessment practice in Science to identify how connections are made to students’ prior knowledge or experience to promote learning
- Access and apply professional literature on contemporary Science education to critically evaluate or justify planning and assessment practices
- Develop diagnostic , formative and summative assessment tools that identify students’ understanding of scientific phenomena
- Select assessment strategies that engage students in active learning, promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Chemical and Physical sciences.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
