Teaching Secondary School Science Course Syllabus

SCED-4417/5417

 

Course Information:

 

Course Number:    SCED 4417/5417

            Course Title:          Teaching Secondary School Science

            Credit Hours:         Three Semester Hours.

            Section Number:    001

            Semester:               Fall 2008

            Instructor:              Jack Rhoton

            Office No.:             509-A

            Telephone:            439-7589

            E-Mail:                  rhotonj@etsu.edu

            Web Address:       coe.etsu.edu/departments/cuai/rhotonj/

            Office Hrs.:            M-W-F   9:00-12:00

            Class Time:            Tuesday 3:45-6:30 p.m.

            Syllabus Updated:   Fall 2008

 

 

Catalog Description: 

 

SCED 4417/5417 Teaching Science in the Secondary Schools (3 hours). Prerequisites:  Forty-five hours of science or permission of instructor, and admission to teacher education. Methods of teaching science in middle/junior and senior high. Emphasis on classroom management, teaching strategies, laboratory techniques, educational technology appropriate for secondary science teaching, demonstrations, selection of resources and materials, and visual arts. Students will be expected to participate in field experience activities.

 

Additional Course Information:

 

This course involves the students in a wide range of methods and materials designed to portray the teaching of science as a student-centered experience. The secondary teacher is urged to design courses for the high school students which will serve their personal needs, responsibilities to society and career decisions.

 The course will provide experiences that will respect cultural diversity, and provide activities that will draw upon the cultural diversity implicit in the content being presented as well as providing for differences in such factors as gender, ethnic membership, academic ability and background.

The student is required to demonstrate knowledge of textbook material and other assigned readings, subjects discussed in class, and current trends in science education. Acknowledge of a workable format for daily plans, unit plans, resource units and pencil-paper examinations is expected. Outstanding science inservice teachers are invited to share their expertise in these areas.

The student is expected to develop an attitude that science is more than knowledge of facts about our world and universe; but it is also a way of thinking. Recognizable interest in associating science with all other areas of knowledge is considered. Interest in continued professional growth is strongly encouraged.

The manipulation and overseeing the use of science equipment commonly used at the middle school and high school level is required. The use of several kinds of instructional communication equipment is encouraged.

 

This course supports the College of Education's mission statement and program philosophy by preparing knowledgeable and competent educators in their major discipline. This is especially important in science education, a field that is constantly adapting to new advances in basic knowledge. To prepare students for the 21st century, it is clear that an understanding of the principles and practice of science is an essential goal for students. Teaching science through inquiry approach is central to the course. Students will learn to deal with discrepancies, to raise and answer questions, and to use inquiry skills in defining and resolving problems. The inquiry model used in this course will consist of a series of steps: planning, collecting and organizing data; generalizing from data; and ultimately, arriving at a decision.

 

Learning Targets--The Students will be able to:

 

A.        Develop skills and knowledge of how to construct and organize daily lesson plans, unit plans, resource units, audio-visual materials, and a criterion-referenced examination. This will be accomplished by appropriate reading material in the text, supplementary materials prepared by the teacher, class discussions, and actually preparing working samples of the above items.

 

B.        Become aware of the new initiatives in science education, i.e., Project 2061; and to become familiar with the National Science Education Standards as well as the state science standards.

 

C.        Gain experiences in conducting science classes by actually using one of their daily plans during a simulated teaching activity. Hands-on activities, inquiry methods, and opportunities to use creative thinking are strongly encouraged.

 

D.        Use a variety of technologies, such as hand tools, measuring instruments, calculators, and computers to collect, analyze, and display date. 

 

E.        Become familiar with special kinds of safety precautions science teachers must take when doing laboratory exercises and conducting field trips.

 

F.         Develop a sensitivity to recognize and make an effort to provide appropriate instruction and interaction with the handicapped, ethnic groups, and the gifted.

 

G.        Demonstrate processes of science such as posing questions, observing, investigating phenomena, interpreting findings, communicating results, and making judgments based on the evidence.

 

H.        Relate the major concepts of various science disciplines to each other and show how these disciplines are interconnected.

 

I.          Identify and apply two or three of the currently recognized learning theories which could influence teaching plans and strategies (and be able to apply research findings to the teaching and learning of science).

  

J.         Become familiar with the journals and other materials which pertain to science education.

 

K.        Relate the concepts of science to contemporary, historical, technological, ethical, environmental, and other societal issues.

 

L.         Use a variety of technologies, such as hand tools, measuring instruments, calculators, and computers to collect, analyze, display data.

 

M.        Become aware that their professional growth must continue throughout their career.

 

N.        Gain experience in designing and teaching open-ended laboratory activities.

 

0.         Teach key science concepts in depth.

 

P.        Design and conduct inquiry-based, open-ended investigations, both laboratory and field based, in a learning environment that maintains an appropriate level of safety. 

 

Q.        Gain an understanding of the interconnected nature of science. (Each student will intergrade the four major sciences in selective lesson planning.)

 

R.        Have opportunities to interact with in-service science teachers.

 

Course Topics:

 

A.        The Nature of Science

 

B.        National Standards and Innovative Programs

 

C.        The Nature of Adolescent Learners and Their Schools

 

D.        Learning in Middle Grades and Secondary Schools

 

E.        Inquiry and Teaching Science

 

F.         Lecture, Discussion, and Demonstration

 

G.        Science, Technology, and Society

 

H.        Laboratory and Field Work

 

I.          Safety in the Laboratory and Classroom

 

J.         Computers and Electronic Technology

 

K.        Classroom Management

 

L.         Planning and Teaching Science Lessons

 

M.        Planning a Science Unit

 

N.        Assessing Learning Outcomes

 

O.        Growing Professionally and Evaluating Teaching

 

Professional journals and many other references which focus on the above topics are available in the library.

 

Performance Tasks:

 

A.        Bulletin Board or Interactive Display

Each class member will be responsible for providing University High science room with one or more bulletin boards or interactive displays. Students as a group will define the characteristics of a quality display, create their display, and evaluate their own as well as one other based on the agreed upon criteria.

 

B.        Journal Article Review

Submit at least three articles dealing with the teaching of science.

 

Reaction (Affective Domain, To Feel) What was the reader's response (favorable, unfavorable, or mixed)? Give at least one example from the experience to support the point.

 

Relevance (Cognitive Domain, To Think) How pertinent is the event to the issue-at-hand (the conceptual framework of the event)? The reader should be able to recognize and discuss how specific or important the event is to the course or issue and give at least one example from the reading to support the point.

 

Responsibility (Psychomotor Domain, To Do) How will the knowledge gained from the event be used in the everyday life of the reader? Give at least one example of possible application in your personal or professional life.

 

C.        Pre-Course Teaching Experience

During the first weeks and again at the end of the semester you will be asked to teach a ten to twenty minute lesson during class time. "You are to teach as you perceive teaching to exist and include a discussion in your lesson plan." A lesson plan of your making is also to accompany each presentation. Lessons will be video taped.

 

D.        University School

Prepare an activity, including a lesson plan for 6-12th grade students. Each lesson will be presented to our class and activities will be revised for presentation in the University School. This will require two full days on the University School Campus and will occur approximately 6 weeks into the semester.

 

E.        Curriculum Project

First prepare a working definition of curriculum and then describe the components of your curriculum for a particular course of your choosing (in your major). The purpose of this activity is to become extremely familiar with a curriculum project, or a textbook series. Compare and contract this curriculum with past experiences you have had with curriculum.

 

F.         Professional Involvement

Each student is required to document a minimum of eight hours of professional involvement. Examples include Science Education monthly meetings, local, state, regional or national professional conventions. At least two of these hours should be volunteer work such as science fair judging, Saturday science programs, Children’s Museum, or assisting with an inservice presentation. Documentation should include a complete description of activities plus personal perception as to the value of the experience.

 

G.        Unit Lesson Plan (This experience is to be tied to student teaching.)

(See elements of a science teaching unit plan in your textbook.)

 

H.        Class Participation/Daily Assignments

There will be numerous daily assignments. Much of the class time will involve discussions of reading assignments. Students will be requested to prepare questions and/or comments over readings on the day discussions are planned.

 

I.          Inquiry Based Science Demonstration

Each class member will prepare a three to five minute teacher centered demonstration, including a lesson plan handout for all class members. The presentation must model appropriate inquiry based teaching strategies.

 

J.         Weekly Journal Entries

This is an opportunity to "reflect" on your personal feelings and concerns toward teaching, as your philosophy emerges. A minimum of a half page entry per week is required. Daily entries are required during special activities. Journals will be sent electronically at least once each week.

 

K.        Rationale Statement

Your rationale statement MUST be typed using computer word processing. Your paper will probably be 5 or 6 pages long, not to exceed 12 pages. It should contain at LEAST the following items as you see them:

 

1.       Why you will teach science.

2.       What your goals for science students are.

3.        How you will decide what content to provide.

4.      What your curriculum will look like.

5.      What you would like students to be doing in the classroom. (as specifically as possible)

6.      What you will be doing in the classroom. (be specific)

7.        How you will provide evaluation of your program

8.        A list of your references.

 

Each of these must include comments justifying why you will do what you describe. Use research support as much as possible.

 

L.         Technology Application

Each student will demonstrate relevant technology by incorporating and demonstrating the technology in their unit plan. (Internet, computer application, interactive video, etc.)

 

 

Performance Outcomes:

 

Field experience required. Students will observe science classes at the University School or other local schools.


 

Grade Requirements

Activities                                                                           %

1.         Bulletin Board or Interactive Display             3%

2.         Journal Article Review                                  2%

3.                  Teaching Experience                                     5%

4.                  University High Experience                           5%

5.                  Curriculum Project                                       5%

6.                  Professional Involvement                              2%

7.                  Individual lessons plans                               15%

8.                  Unit Lesson Plan                                         14%

9.                  Class Participation/Daily Assignments          15%

10.             Interviews with School Personnel                   5%

11.             Weekly Journal Entries                                  5%

11.       Rationale Statement                                     10%

12.       Technology Application                                 4%

13.       Test from textbook readings                         10%

 

 

12.  Supplementary Readings and Materials:

 

A.     A selection of science textbooks for upper elementary through high school.

 

B.     A selection of teacher resource materials is distributed.

 

C.     A selection of safety texts and journal articles pertaining to safety is distributed.

 

D.     Students are asked to read papers from the following journals:

 

1. The Science Teacher

2.    The American Biology Teacher

3.    Science and Children

4.    Journal of Research in Science Teaching

5.    Science Education

 

Graduate students will complete additional work as follows: (Select one of the following.)

 

A.     Develop a paper on current trends and direction of pre-college science in our nation’s schools. (25 points)

B.     Develop a unit on laboratory safety and provide copies for other class members. (25 points)

C.     Develop and present two additional inquiry-based science demonstrations from major area of study. (25 points)

 


Grading Scale:

 

                        Undergraduates                 Graduates

          A  = 95-100       A    =  170-175

                        A-      = 90-94                       A-       =  165-169

                        B+      = 87-89                       B+      =  162-164

                        B        = 83-86                       B         =  158-161

                        B-       = 80-82                       B-       =  155-157

                        C+      = 77-79                      C+       =  152-154

                        C        = 73-76                       C         =  148-151

                        C-       = 70-72                       F         =  147 or below

                        D+      = 65-69

                        D        = 60-64

                        F         = 59 or below

 

 

 

 

 

Bibliography:

 

Adey, Phillips, Ed. (1989) Adolescent development and school science. New York: Falser Press.

 

Brandwein, Paul F., and A. Harry Passow. (1988). Gifted young in science. Washington, DC: National Science Teachers Association.

 

Brown, Forth. (1980). Five R's for middle school: Strategies for teaching affective education. Columbus, Ohio: National Middle School Association.

 

Champagne, Audrey, Barbara E. Lovitts, and Betty J. Cholinger. Assessment in the service of instruction. Washington, DC:  American Association for the Advancement of Science.

 

Champagne, Audrey B. Science teaching: Making the system work. (1988). Washington, DC: American Association for the Advancement of Science.

 

Cheek, D.W. (1992). Thinking constructively about science, technology and society education. (1992). Albany: State University of New York Press.

 

Committee on High School Biology.(1990).  Fulfilling the promise: biology education in the nation's schools. Washington, DC: National Academy Press.

 

Daron, Rodney L. (1993). Basic measurement and evaluation of science education. Washington, DC: National Science Teachers Association.

 

Duckwork, Eleanor. (1987). The having of wonderful ideas and other essays on teaching and learning. New York: Teachers College Press.

 

National Research Council (1996). National science education standards. Washington, D.C.: National Academy of Sciences.

 

Siskin, L.S. (1994). Realms of Knowledge: Academic department in secondary schools. Lewis, Folmer.

 

Slavin, Robert E. (1988). Educational psychology: Theory into practice. Englewood Cliffs, N.J.: Prentice Hall.

 

Solomon, J. (1993) Teaching science, technology and society. Buckingham, UK: Open University Press.

 

Williams, Robert L. (1987). Cross-Cultural Education: Teaching toward a planetary perspective. Washington, DC: National Education Association.