SCIN 315: Technologies for the General Science Laboratory-Spring 2008
I. INSTRUCTOR
Paul J. Bischoff
Office: Physical Science Building, Office 120 D.
Phone: 436-2613
e-mail: bischopj@oneonta.edu
Office Hours: Monday 10-12; Wednesday, 10-12 and 2-3; Thursday, 2-3.
Laboratory studies of the materials, techniques, and safety aspects appropriate in the middle school science classroom.
The goal of this course, to help prepare pre-service secondary science teachers for the world of classroom teaching, reflects the expectations of the National Science Education Standards, the National Science Teachers 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’ skills in developing, facilitating and evaluating laboratory activities appropriate for middle school science teaching.
Course objectives reflect the Standards of the National Science Teachers Association and SUNY Oneonta Division of Education Conceptual Framework themes:
(1) Academic and Professional Excellence;
(2) Best Professional Practices;
(3) Commitment to Empowerment, Respecting Diversity and Social Justice.
1. Develop and present to the class inquiry driven science lessons clearly justified by the National Science Education Standards and the New York State Intermediate Level Science Core Curriculum. [NSTA, 3.a]
(1) Academic and Professional Excellence; (2) Best Professional Practices
2. Develop and present to the class science lessons that deliberately connect middle school level science to social and cultural issues relevant to middle school science learners. [NSTA, 4.a, 4.c, 6.a, 6.b, 6.c, 7.a, 7.b] (3) Commitment to Empowerment, Respecting Diversity and Social Justice.
3. Read current science education research focusing on learning and assessment strategies (cooperative learning, learning cycles, manipulative use, concept mapping) and apply the research to the development of inquiry based science activities. [NSTA, 3.a, 5.a, 5.c, 6.a, 6.b, 6.c, 8.a] (1) Academic and Professional Excellence.
4. Understand the importance of the Nature of Science and develop lessons deliberately engaging middle school science students in understanding and applying Nature of Science thinking processes in science activities. [NSTA, 2.a]
(1) Academic and Professional Excellence;
(2) Best Professional Practices.
5. 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 4.a, 5.d, 6.a, 6.b, 7.a, 8.a]
(1) Academic and Professional Excellence;
(2) Best Professional Practices.
6. Select and use various models for teaching about controversial, problematic and value-oriented issues [NSTA 4.4]
(3) Commitment to Empowerment, Respecting Diversity and Social Justice.
7. 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, 5.a, 7.a]
(3) Commitment to Empowerment, Respecting Diversity and Social Justice.
8. Design a safety plan for facilities, materials, and learners in science classrooms that addresses legal issues of science safety [NSTA 4.4]
2) Best Professional Practices.
V. Course Topics
A.
2-Assignments worth 10 points each.
1. Wilson, E. (2002). The Power of Story. Joy Hakim-The Story of the Atom-American Educator----This paper is written with middle school science teachers in mind and is one of the best examples of Nature of Science in practice that I have identified.
Details of the assignment: Read the paper. Develop a timeline. For each major event identify: the name of the scientist, the year, and what they did. Also identify some other interesting facts about the person, or the event. Ideas concerning applications of what you have read to science classrooms are especially invited. This is to be done in paragraph/essay form, but sequenced to represent a timeline. Follow the rubric below.
Available online at
http://www.aft.org/pubs-reports/american_educator/spring2002/Atom.pdf
Due January 31st. Your grade will be scaled from 1-20.
Rubric #1
| Unacceptable (0-points) | Acceptable (up to 10-points) | |
| 1. Nature of Science | Your essay fails to show understanding of the nature of science as presented in the article. You don't show how the atomic ideas of the Greek philosophers were embedded in the religious and political climate of the day and how modern atomic theory is clearly a result of a progression of knowledge. | An important attribute of the nature of science is that conventional understanding of science at any given time are tentative and subject to change. There is often a historical progression of ideas and these ideas are embedded into the socio-cultural context of the pertinent group. Scientific understandings are deeply rooted in the cultural beliefs of the time. Moreover, scientific understandings are different from philosophical beliefs because they rely on empirical evidence They can be defended by facts. Keeping the above comments in mind as well as further information on the NOS, your essay demonstrates that you have synthesized the information in the paper into an expressed understanding of the nature of science. |
| 2. Application of NOS ideas to science teaching. | Your lesson plans fail to focus on attributes of nature of science and cannot be linked to an understanding of the ideas presented in the paper. | Describe two ways that you can apply the information and
ideas presented in the paper to science teaching. Develop 2 lesson plans
that are NOS focused and connected to the ideas of the paper.
Follow the standard lesson plan format. |
2. Develop an Annotated Bibliography of websites
For 10 classes, beginning 2/1 you are required to submit a 1/2-page Annotated Bibliography of Resource for Middle School Science Teaching.
You will most likely be asked to teach the class about the website.
They are worth up to 2-point each: Due dates are 1/24; 1/31; 2/7; 2/14; 2/28; 3/6; 3/13; 3/20; 3/28 and 4/3. Include these things in your annotation.
1. Name of Source (author); 2. the website URL 3. The performance indicatory on the core curriculum that it most closely connects to (copy and paste these). 4. A paragraph or two describing why you chose this site and how you may use it in your teaching.
B. Team lesson presentations. Participants will form teams of 2 and present to the class, middle school level lessons on the the following topics. Plan for 20-40 minutes of class time.
1. An inquiry oriented lesson that connects science to societal issues. Due 2/7 and 2/14
2. An inquiry oriented lesson involving technology. Due 3/13 and 3/20
3. An inquiry oriented lesson (think Experiment!) using laboratory equipment (scales, beakers, Bunsen burners, etc). 4/17 and 4/24
Rubric #2
| Poor (1-point) | Satisfactory (3-points) | Exemplary (5-points) | |
| Lesson Plan | Sloppy, does not represent best effort in addressing all components as identified in lesson plan format. | Represents good effort at addressing all components of lesson plan format. Particular attention taken in aligning goals, instruction and assessment. | Highly detailed plan and creative in presentation. Assessments may have include well developed rubrics. Pedagogical strategies are appropriate for middle school learners (coop group, brain based learning, learning cycle, jig-saw, etc. You obviously carefully considered the lesson plan template when planning. |
| Inquiry Component | Really a teacher directed lesson. The students follow the teachers lead and the asking and identifying ways to answer questions is not central to the lesson. | Your lesson has some attributes of inquiry (there are many) like observing, data collecting and data analyzing but the lesson does not allow for individuals to ask questions or create novel ways to complete the task. | You have identified the inquiry attributes on the lesson plan and they are central to the thrust of the lesson. In an exemplary inquiry oriented lesson, the pupils will generate questions from observations or experiences and then design ways to come to know the answers to the questions. Ideally inquiry has a personal component to it. That is individuals may seek to discover different things. |
| Presentation and class involvement. | You are looking for materials at the last minute-you are not prepared to teach. | Lesson clearly addresses the assignment and you are ready. There were a few mishaps that you could have avoided-if you had practiced the lesson with your team prior to the class presentation. | You have practiced this lesson and it shows. The presenters had defined roles and responsibilities. The college students were involved and you gave them a copy of your lesson plan. |
| Reflection | Focuses on the teacher only and not the learning that occurred. | Focuses on both teaching and learning and identifies strengths of the lesson. | An insightful reflection focusing on strengths and shows student has identified ways to improve the lesson. |
C. A 3-5 page paper on the The Nature of Science and Middle School Science Teaching. Follow APA style and include 3-5 references. 30 Points Max. Due on April 24th.
Rubric #3
| Requirement | Weak (0-5 Points) | Basic to exemplary (6-15 Points) |
| Conveys knowledge of the Nature of Science | Essay does not convey a clear understanding of NOS or its attributes. You mention NOS attributes but fail to provide sufficient detail convey deep understanding. You paper is not convincing in terms of why it is critical to frequently incorporate ideas of the NOS in science teaching. | Essay describes at least 5 attributes of NOS and why it is critical to incorporate NOS into teaching. The attributes of NOS are described in detail. You distinguish how and why science is different from other ways of knowing. About 2-3 pages in length--quality is more important than quantity. References are listed at the end of the essay. These should come from journal articles and the National Science Education Standards. Look at "school science and mathematics; the journal of research in science teaching, or Science Education. These are in Milne Library. |
| Connects Nature of Science to Middle School Science Teaching and Learning | Examples of how to connect NOS to middles school science teaching are either missing or poorly developed. The focus is not convincingly NOS or too superficial to be a meaningful learning experience for k-12 science students. | Essay includes three well thought out examples of how to connect NOS ideas to middle school teaching. You do not need to make full lesson plans, but explain some good ideas in a few paragraphs. Include a rubric to assess students understanding of NOS. Prepare the rubric so it can be used to evaluate students progress at several points throughout the academic year. |
Grade Assignments:
Power of Story- 20 points
Annotated Bibliography 20 points
Team teaching lessons: 3 at 20 points each = 60points.
Nature of Science Paper 30 points
Total is 130 points.
Course grade is base on 150 points.
Subjective Evaluation: 0-20 points. It is my responsibility to guarantee your readiness to teach. If you are prepared each day, contribute, lend insightful ideas and generally demonstrate dedication to becoming a teacher--you get 0-20 points.
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
http://oldsci.eiu.edu/physics/DDavis/1350/05Laws/ToC.html
*Shepardson, D. 1997. The Nature of Student Thinking in Life Science Laboratories. School Science and Mathematics
*Wilson, J.T & Stensvold, M. 1993. Using Three Types of Outcomes to Design Laboratory Activities. School Science and Mathematics
Shepardson, D.P & Pizzine, E.L 1993. A Comparison of Student Perceptions of Science Activities within Three Instructional Approaches. School Science and Mathematics
Bischoff, P; Hatch, D & Watford, L.(1999) The State of Readiness of Middle School Mathematics and Science Teachers. School Science and Mathematics
*Kpan, Joseph Paul ; Andre, Thomas. The Effect of a Prior Dissection Simulation on Middle School Students' Dissection Performance and Understanding of the Anatomy and Morphology of the Frog. Source: Journal of Science Education and Technology v8 n2 p107-21 Jun 1999.
Sadler, P. Coyle, H. & Schwartz, M. (2000). Engineering Competitions in the Middle School Science Classroom: Key Elements to Designing Effective Design Challenges. The Journal of the Learning Sciences.
Ritchie, D & Volkl, C. (2000). Effectiveness of Two Generative Learning Strategies in the Science Classroom. School Science and Mathematics.
Meichtry, Y.L 1992. Using Laboratory Experiences to Develop the Scientific Literacy of Middle School Students. School Science and Mathematics.