SCED-4417/5417
Course Information:
Course Number: SCED 4417/5417
Course
Title:
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 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.
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:
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- =
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.