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SCED 392: SCIENCE IN SECONDARY EDUCATION Spring, 2009
I. INSTRUCTOR
Paul J. Bischoff
Office: Human Ecology-224
Phone: 436-2613
e-mail: bischopj@oneonta.edu
Department Policy states that a grade of B- or better is required in this course to be eligible for student teaching.
Presents a variety of instructional strategies for teaching secondary science (7-12). Course includes discussions of topics as the history and philosophy of science, curriculum and assessment at the secondary level, middle school philosophy and organization, classroom management strategies, application of technology to effective instruction, diversity and exceptionality issues in science lectures and labs, constructivism and student misconceptions, learner reflectivity, professional leadership and service learning.
The goal of this course, to help prepare pre-service middle school and secondary science teachers for the world of classroom teaching, reflects the expectations of the National Science Education Standards, the National Science Teachers Associations’ Standards for Science Teacher preparation and the New York State Learning Standards for Mathematics, Science and Technology. Recognizing the national need for qualified science teachers and the current reform initiatives in secondary science education, this course will emphasize the development of participants’ pedagogical-content knowledge such that they will be capable of successfully facilitating the construction of scientific knowledge to all students in today’s diverse classrooms. In this course students explore conceptions about learners, learning, teaching, science, schooling and assessment, and especially the connections among all of these. Current epistemology, described as constructivist views of learning and the nature of science knowledge, is explored in depth, and personal conceptions are also explored in depth. The NSTA performance Standards Addressed by this course are:
Attendance Policy-Students are expected to attend and participate in each class. Missing 2-classes for any reason will result in a grade reduction of one full letter grade. Each absence beyond 2 will also result in a full-letter grade reduction.
*Rubrics for assessing candidates performance on each of these standards is attached at bottom of this syllabus.
Standard 2 Nature of Science
2. a. Know and understand the philosophical nature of science and the nature of scientific explanations.
2. b. Engage K-12 students effectively in studies of the nature of science and conventions of scientific explanations.
Standard 3 Inquiry
3. a. Know and understand scientific inquiry and its relationship to the development of scientific knowledge
3. b. Engage K-12 students effectively in scientific inquiry appropriate for their grade level and abilities.
Standard 4 Context of Science
4. a. Know and understand the relationship of science to other human values and endeavors.
4. 4.b. Engage K-12 students effectively in the study of the relationship of science to other human values and endeavors.
4.c. Relate science to the personal lives, needs and interests of K-12 students.
5.a. Use diverse and effective actions, strategies and methodologies to teach science.
5.b. Interact effectively with K-12 students to promote learning and demonstrate student achievement.
5.c. Organize and manage science activities effectively in different student groupings.
5.d. Use advanced technology to teach K-12 students science.
5.e. Use prior conceptions and K-12 student interests to promote learning.
Standard 6 Curriculum
6.a. Develop coherent, meaningful goals, plans, and materials and find resources.
6.b. Relate plans and resources to professionally-developed state and national standards, including the National Science Education Standards.
6.b. Relate plans and resources to professionally-developed state and national standards, including the National Science Education Standards.
Standard 7 Social Context
7.a. Know and understand the values and needs of the community and their effect on the teaching and learning of science.
7.b. Use community human and institutional resources to advance the learning of science in the classroom and field.
Standard 8 Assessment
8.a. Align science goals, instruction and outcomes.
8.b. Know and use a variety of contemporary science assessment strategies to determine preK-12 student needs and levels of learning and development.
8.c. Use assessment appropriately to determine, guide and change science instruction.
Standard 10 Professional Practice
10.a. Know and participate in professional organizations and activities of the science education community beyond the classroom.
10.b. Behave ethically and in best interests of preK-12 students and the community.
10.c. Engage in reflective practices and make continuous efforts to improve in practice.
10.d. Work willingly with peers, supervisors and others in a professional manner.
The course objectives and outcomes are tightly aligned with the NSTA Standards for Science Teacher Education and the SUNY College at Oneonta Conceptual Framework.
As a result of participation in this course, students in SCED 392 will be able to:
[NSTA Standards 1-8 and 10]
2. Design and teach several science lessons in a variety of secondary classroom settings, using clinical/ experiences to connect discipline content with middle and high school practice [NSTA Standard 2; CF 1.II.A.2]
knowledge, as applied to science teaching [NSTA Standards 5, 6, 7, 8 and 10; CF 1.II.B]
as test and measure concepts [NSTA Standard 8; CF 1.II.C, 3.11.A,B]
6. Demonstrate knowledge of and ability to use a wide variety of classroom materials, including technologies and laboratories as well as traditional text based materials [NSTA Standards 1, 5, 6, 7 and 10; CF 3.1.B]
7. Demonstrate knowledge of and an ability to use a variety of teaching strategies and skills, including multidisciplinary and interdisciplinary approaches [NSTA Standard 5, and 6; CF 4.1.A]
8. Demonstrate ability to work cooperatively in solving group problems and plan for diverse, heterogeneous classrooms [NSTA Standards 5 and 9; CF 4.1.A]
9. Demonstrate an understanding of the multicultural nature of science curriculum and classrooms [NSTA Standards 2, 3 and 9; CF 4
10. Demonstrate communication skills required in science teaching, reading, writing, listening, and speaking [NSTA Standard 5; CF1.1.B]
11. Translate knowledge and data gathering processes into appropriate and meaningful science experiences for students [NSTA Standards 2, 3, 4, 5, 6, 7 and 8]
13. Apply current research findings about teaching and learning to the development and application of teaching strategies for culturally and linguistically diverse populations, students of different ages and students with exceptionalities [NSTA Standards 4, 5, 6, 7 and 8]
15. Articulates long-term and short-term planning strategies that show an understanding of standards. [NSTA Standards 1-10]
The major topics that will be covered in this course are:
a. Traditional Experiences: lecture/discussion, demonstrations, and written assignments.
b. Clinical Experiences: cooperative groups, student demonstrations and or
presentations.
c. Field Experience: field teaching, classroom observations.
SCED 392: SCIENCE IN SECONDARY EDUCATION
RUBRIC FOR ASSESSING COURSE WORK
Rubric #13 and or guide to assignments for SCED 392. Some items have discriminatory levels, others are descriptions of assignments.
| NSTA STANDARD | Description of Class Requirements. Develop a hard copy portfolio where the first item is Block 1 and continuing through. Submit the work on or before the due date. I will grade the work and you can then put it back into your developing portfolio. . |
Due Dates Grade Point Values |
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| Block 1. 2. a. Know and understand the philosophical nature of science (NOS) and the nature of scientific explanations. |
Make a semantic network model
outlining your understanding of NOS. Provide a narrative explanation
for the main elements of the model. Cite at least 3 resources used to generate the
model.
science for all Americans, chapters. 1, 4, 7, 10, 11, 12 and 13. also library search on NOS and Earth Science 2 articles.
|
Due, 9/16 50 |
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| Block 2 .2. b. Engage K-12 students effectively in studies of the nature of science and conventions of scientific explanations. |
Actually teach 3 NOS focused lessons. Be sure to clearly identify why this lesson is NOS. There should be at least one NOS specific objective. What are the special NOS features? Include a reflective narrative. How could you modify the lesson to increase the focus on NOS? Follow the lesson plan format provided for all lessons developed in this course. | 1st due on or before 9/30 2nd due 10/21 3rd due 11/18 25 points each 75 points total |
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| Block 3 3. a. Know and understand scientific inquiry and its relationship to the development of scientific knowledge |
Revisit what you know about Inquiry by reading and citing three sources on the topic. Make a model similar to that in Block 1 above summarizing what you know about the topic. Inquiry chapters, 2 texts. | Due 9/30 25 points
|
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Block 4 .3. b. Engage K-12 students effectively in scientific inquiry appropriate for their grade level and abilities. |
Actually teach 3 inquiry focused lesson plans. Include a reflective narrative. Be sure to clearly identify why this lesson is Inquiry. What are the special inquiry features, how could you modify the lesson to increase the focus on inquiry? Have at least one inquiry specific learning objective. |
1st due 10/7 2nd due 11/4 3rd due due 12/2 75
|
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| Block 5 .4. a. Know and understand the relationship of science to other human values and endeavors. |
Review the Performance
Indicators of the New York Science Curriculum for your content area. Select
about 10 PIs. Under each of those 10 describe what you could do in a
classroom to help students learn the objective and its connection to how to
"human values and endeavors".
|
Due 10/28 25
|
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| Block 6 4. b. Engage K-12 students effectively in the study of the relationship of science to other human values and endeavors. |
Develop and teach 3 or more lesson addressing this standard. Provide reflective narrative. Be sure to clearly identify why this lesson is science and human values and endeavors. What are the special features, how could you modify the lesson to increase the focus on human values and endeavors? | 1st due 10/14 2nd due 11/11 3rd due 12/2 75 |
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| Block 7 .4.c. Relate science to the personal lives, needs and interests of K-12 students. |
Make a 2-column Table that you bring with you to your field placement each visit. Label the first column "observations of connections to students needs and interests" and the second column "how it happened in the context of the lesson" Bring this table to each class. | Due 12/9 25 |
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| Block 8 .5.a. Use diverse and effective actions, strategies and methodologies to teach science. |
Another Table. This time 3-columns. 1st column is "action, strategy or methodology used" 2nd column is "Rationale" 3rd column is how did it work (reflection). There are 10 entries on this table, one for each lesson you teach during this course. Bring this table to each class. | Due 12/11
25 |
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| Block 9 .5.b. Interact effectively with K-12 students to promote learning and demonstrate student achievement. |
Every lesson plan that you
create needs an assessment
plan. The assessments need to be aligned with the written objectives. To
help you improve your ability to write objectives and align them with
assessments please make a summary table like this by reviewing each lesson
you teach.
|
This will be checked 3 times during the semester and you will earn between 0 and 10 points each time. 10/7; 11/4 and 12/9. Total 30 points. |
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| Block 10. Management strategies | Create another table with
columns. 1st column is management issue, 2nd is strategy to deal with it,
3rd is how did it work.
you should have about 10 entries for this table. Bring this table to each class. |
Due 12/9 25 |
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| Block 11 .5.d. Use advanced technology to teach K-12 students science. |
Another Table. Column 1: technology used, 2-why this technology was used; column 3 is reflection on its effectiveness. | Due 12/9
25 |
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| Block 12 .5.e. Use prior conceptions and K-12 student interests to promote learning. |
Part 1: Examine the first 3 lessons you taught during the semester. Describe what you did to mobilize background knowledge to further the assimilation of new information into existing cognitive structures. Then, describe in writing how you can improve this process and set these as goals. Part 2: Describe how you met the goals in the next 3 lessons you taught. | Part 1 Due 11/4 (10 points) Part 2 Due 12/2 (10-points) 20 total.
|
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| Block 13 .6.b. Relate plans and resources to professionally-developed state and national standards, including the National Science Education Standards. |
Follow the lesson plan format in the student teaching manual which requires State Science Education Standards. | All lessons
25
|
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| Block 14 .7.a. Know and understand the values and needs of the community and their effect on the teaching and learning of science. |
This is about the "context of science instruction". Classrooms can be described as inner city, rural, multicultural, wealthy, poor and others. Your task here is to describe the context of the class you are working in. Consider factors such as individual differences, the goals of the class, equipment and arrangement, the tone of the class, scheduling, technology availability, resources, languages. Describe the class you are working in to the best of your ability in a few paragraphs. Then, describe the role this environment plays in how you teach, and how they learn. | Due 9/28 25 |
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Block 15 .8.a. Align science goals, instruction and outcomes. .8.b. Know and use a variety of contemporary science assessment strategies to determine preK-12 student needs and levels of learning and development. 8.c. Use assessment appropriately to determine, guide and change science instruction.
|
Assessment Task Task 1: Some science learning outcomes can be measured with tests and laboratory reports. Other science skills, like the ability to communicate, ability to design a study to address a hypothesis, ability to collect and analyze data, and the ability to modify personal thinking based on empirical evidence are more difficult to assess. Your first task is to create a rubric useful in measuring some of these "hard to get at" but important learning outcomes.
Choose 1 student in the class you are visiting as a focus student. Observe the student for 3 lessons and score the student on the rubric you have made. So you should have 3 rubrics scored.
Task 2: Teach the lessons that are required for this course. While you are planning these lessons and teaching remember what you learned from the pre-assessment rubric and work towards improving the student's performance.
Task 3: Reapply the same rubrics to the same students. In writing describe what learning appeared to occur of not occur and describe why you believe this to be so.
Due 11/27 50 points.
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| total points for the rubric is 550. | ||||||||
B. Field Experience
Students will be scheduled to complete science education field experience in local schools on a regular basis. Students who do not completely fulfill the field requirements are at serious risk of failing the course. Furthermore, you may fail the course if the report from the cooperating teacher raises serious concerns about your professionalism.
Requirements Are:
The total course is based on 625 points.
|
95-100 |
A |
|
90-94.9 |
A- |
|
87-89.9 |
B+ |
|
84-86.9 |
B |
|
80-83.9 |
B- |
|
77-77.9 |
C+ |
|
74-76.9 |
C |
|
70-73.9 |
C-
|
|
65-69.9 |
D |
|
65 |
E |
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References for Further Reading
American Association for the Advancement of Science: Project 2061. Science for All Americans. 1990. New York, N.Y. Oxford University Press.
Bereiter, C., and M. Scardamalia. 1989. Intentional learning as a goal of instruction. In Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, L.B. Resnick, ed.: 361-392. Hillsdale, NJ: Lawrence Erlbaum and Associates.
Brown, A. 1994.The advancement of learning. Presidential Address, American Educational Research Association. Educational Researcher, 23: 4-12.
Brown, A.L., and J.C. Campione. 1994. Guided discovery in a community of learners. In Classroom Lessons: Integrating Cognitive Theory and Classroom Practice, K. McGilly, ed.: 229-270. Cambridge, MA: MIT Press.
Bruer, J.T. 1993. Schools for Thought: A Science of Learning in the Classroom. Cambridge, MA: MIT Press.
Carey, S. 1985. Conceptual Change in Childhood. Cambridge, MA: MIT Press.
Carey, S., and R. Gelman, eds. 1991. The Epigenesis of Mind: Essays on Biology and Cognition. Hillsdale, NJ: Lawrence Erlbaum and Associates.
Champagne, A.B. 1988. Science Teaching: Making the System Work. In This Year in School Science 1988: Papers from the Forum for School Science. Washington, DC: American Association for the Advancement of Science.
Cohen, D.K., M.W. McLaughlin, and J.E. Talbert, eds. 1993. Teaching for Understanding: Challenges for Policy and Practice. San Francisco: Jossey-Bass.
Darling-Hammond, L. 1992. Standards of Practice for Learner Centered Schools. New York: National Center for Restructuring Schools and Learning.
Harlen, W. 1992. The Teaching of Science. London: David Fulton Publishers.
Hassard, J. 1992. Minds on Science: Middle and Secondary School Methods. New York, N.Y: Harper Collins Publishers.
Leinhardt, G. 1993. On Teaching. In Advances in Instructional Psychology, R. Glaser ed., vol.4: 1-54. Hillsdale, NJ: Lawrence Erlbaum and Associates.
Loucks-Horsley, S., J.G. Brooks, M.O. Carlson, P. Kuerbis, D.P. Marsh, M. Padilla, H. Pratt, and K.L. Smith. 1990. Developing and Supporting Teachers for Science Education in the Middle Years. Andover, MA: The National Center for Improving Science Education.
Loucks-Horsley, S., M.O. Carlson, L.H. Brink, P. Horwitz, D.P. Marsh, H. Pratt, K.R. Roy, and K. Worth. 1989. Developing and Supporting Teachers for Elementary School Science Education. Andover, MA: The National Center for Improving Science Education.
McGilly, K., ed. 1994. Classroom Lessons: Integrating Cognitive Theory and Classroom Practice. Cambridge, MA: MIT Press.
NBPTS (National Board for Professional Teaching Standards). 1991. Toward High and Rigorous Standards for the Teaching Profession: Initial Policies and Perspectives of the National Board for Professional Teaching Standards, 3rd ed. Detroit, MI: NBPTS.
NCTM (National Council of Teachers of Mathematics). 1991. Professional Standards for Teaching Mathematics. Reston, VA: NCTM.
NRC (National Research Council). 1994. Learning, Remembering, Believing: Enhancing Human Performance, D. Druckman and R.A. Bjork, eds. Washington, DC: National Academy Press.
NRC (National Research Council). 1990. Fulfilling the Promise: Biology Education in the Nation's Schools. Washington, DC: National Academy Press.
NRC (National Research Council). 1987. Education and Learning to Think, L.B. Resnick, ed. Washington, DC: National Academy Press.
Schoen, D. 1987. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.
Shulman, L.S. 1987. Knowledge and teaching foundations of the new reform. Harvard Education Review, 57 (1): 1-22
Important Web Sites:
http://www.nap.edu/readingroom/books/nses/html/overview.html
http://www.msu.edu/~haasdona/NSTA_AETS.htm#
Map of NSTA Standards for Science Teacher Education
http://content.tier.net/stanys/Curricula/stanys_curriculum_development.htm
http://www.regentsprep.org/Regents/biology/biology-about.htm
http://www.nysl.nysed.gov/edocs/education/exams/biology.htm