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SEYS 362 Home

Queens College/CUNY
Education Unit
Fall 2008

 SYLLABUS

SEYS 362 
Methods of Teaching Science in Middle School and High School

 Thursday 4:30 pm to 7:00 pm

 Kiely Hall Room 115

Week 1	Week 2	Week 3	Week 4	Week 5	Week 6	Week 7	Week 8
Week 9	Week 10	Week 11	Week 12	Week 13	Week 14	Week 15	Week 16
Week 17

 INSTRUCTOR INFORMATION: 

Brian Murfin, Ph.D.,
Office:  Powdermaker Hall Room 150P,

Office Hours: 

Phone:  718 998-5150
Email:  brian.murfin@qc.cuny.edu

 A.     COURSE DESCRIPTION

 SEYS 753. Computer Applications in Science Education. 3 hr.; 3 cr. Prereq.: Matriculation into the MS in secondary science education, an introductory course in computers, and/or permission of instructor. Science teacher candidates enrolled in this course will examine the fundamental issues, concepts, and best practices surrounding the use of multimedia computer systems in science education. They will learn how to use a multimedia computer system, courseware and Internet resources to support science instruction at the secondary level. Some of the teaching and learning activities will take place online.

Education Unit Conceptual Framework:

This course is being offered by the Secondary Education department which is part of the Education Unit at Queens College. The Education Unit seeks to promote equity, excellence, and ethics in urban education and is committed to preparing teachers and other education professionals who will:

•  Build inclusive communities that nurture and challenge all learners (Equity)
• Demonstrate professionalism, scholarship, efficacy, and evidence-based and reflective practice (Excellence)
• Diversity, democracy, and social justice (Ethics)

This course is aligned with the Education Unit’s commitment to preparing educational professionals to work in diverse urban and suburban communities. Specifically, the knowledge, skills, and dispositions that candidates will development/demonstrate at the successful completion of this course are directly linked to the Education Unit’s seven principles: 1) discipline specific competencies, 2) learning and development, 3) families and urban communities, 4) diversity, inclusion, democracy and social justice, 5) language and literacy, 6) curriculum, instruction, and assessment, and 7) technology.

B. COURSE GOALS/OBJECTIVES

The course objectives for this course are closely aligned with the NCATE and NSTA science teaching standards and these standards have been adapted for this course. Obviously you may not be able to accomplish every objective listed in the NSTA Standards in this one course.  However, by the end of your Science Teacher Education Program you should have met all of the NSTA Standards for Science Teacher Preparation.   You should save this list of Standards, and check off each one as you feel you have accomplished it.  If you have questions about a particular standard, please feel free to ask the instructor.

GOALS: By the end of the course, participants will be able to do the following:

1)      Be able to ensure that all students receive an equal opportunity to learn science, regardless of gender, ethnic group, sexual orientation or socioeconomic status. (Equity), (Ethics)

2)      Identify strategies that will help all students learn such as the use of a variety of teaching styles, learning modalities, multiple intelligences, anti-racist teaching, and gender-friendly techniques.  (Equity), (Ethics)

3)      Become familiar with learning theories and be able to apply this knowledge to develop more appropriate and effective science learning experiences. (Excellence)

4)      Locate useful science education resources such as lesson plans, unit plans, ideas for activities, science education organizations, etc. (Excellence)

5)      Determine the appropriate content to be taught according to national and state science standards, district and school requirements, the level, experience and background of the students, and an understanding of science teaching philosophy and learning theories.  This includes:

a.       Recognizing what should be included and what should not be included in a curriculum.  (Excellence)

b.      Recognizing the most important content, i.e. making sure content is age-appropriate and prioritizing content.  (Excellence)

c.       Being able to recognize one’s own areas of science content weakness and how to improve them.  (Excellence)

d.      Understanding how to design and teach lessons to different grade levels.  (Excellence)

6)      Understanding the nature of science and how it is different from other areas of knowledge (Excellence)

7)       Developing a personal philosophy of science education that explains why science should be taught (Excellence), (Ethics)

8)      Design and teach a variety of science lessons that incorporate (inquiry, the learning cycle, cooperative learning, laboratories, demonstrations, analogies, models, recitation, guided discussion, questioning, inquiry, simulations, technology, etc.) that demonstrate a knowledge of learner differences, abilities, students’ prior knowledge, and misconceptions. (Excellence)

9)      Identify the legal, ethical and safety responsibilities of the teacher in the science classroom (Excellence), (Ethics)

10)  Know how to identify and implement safety procedures in the science classroom and laboratory.  (Excellence)

11)  Be able to adapt a science lesson in order to meet the needs of one of the following examples of student special needs: visually impaired, hear impaired, LEP or ESL students, learning disabled, behavior problem, gifted.  (Excellence), (Ethics)

12)  Demonstrate reflective teaching, including:

a.       Reflecting upon the reason for a specific lesson and for the choice of methodology  (Excellence)

b.      Reflecting upon the effectiveness of various teaching strategies in order to develop a sense of their appropriateness relative to the situation  (Excellence)

13)  Developing a sense of what science is and a philosophy regarding why it should be taught (Excellence), (Ethics)

14)  Construct clear and appropriate assessment tools (both traditional and alternative assessment) specific to the science lesson and linked to state and national standards and lesson objectives.  (Excellence)

15)  Design and teach a laboratory activity.  This includes:

a.       Managing a laboratory activity in a secondary school environment that is safe and efficient  (Excellence)

b.      Creating a laboratory activity that incorporates technology  (Excellence)

c.       Setting up clear directions and goals  (Excellence)

d.      Carry out an inquiry-based lesson.  (Excellence)

16)  Identify supporting materials used in science teaching, including the most popular student texts being used, and the cost and availability of science equipment in different school districts.  This includes recognizing the need for alternative resources for schools that do not have good equipment or funding.  (Equity), (Excellence)

17)  Be able to determine the reading level of a science textbook. (Excellence)

18)  Be able to evaluate textbooks and software for bias, and educational value.  (Equity), (Excellence)

19)  Be able to use technology effectively and appropriately in a science lesson.  (Excellence)

20)  Be familiar with important teaching techniques in your area of science. (Excellence)

NSTA Standards for Science Teacher Preparation
Standard 1:  Content

To show that they are prepared in content, teachers of science must demonstrate that they:

• Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association. 
• Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards.
• Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure.
• Understand research and can successfully design, conduct, report and evaluate investigations in science.
• Understand and can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.

Secondary teachers are generally prepared with more depth in the content of a given field than are teachers of younger students.  The major divisions of the natural sciences are biology, chemistry, the Earth and space sciences, and physics.  All teachers licensed in a given discipline should know, understand, and teach with the breadth of understanding reflected in the core competencies for that discipline.  Specialists in a discipline should also have achieved the advanced competencies for that discipline.  All secondary teachers should also be prepared to lead students to understand the unifying concepts of science including:

• Multiple ways we organize our perceptions of the world and how systems organize the studies and knowledge of science.
• Nature of scientific evidence and the use of models for explanation.
• Measurement as a way of knowing and organizing observations of constancy and change.
• Evolution of natural systems and factors that result in evolution or equilibrium.
• Interrelationships of form, function, and behaviors in living and nonliving systems.

Standard 2: Nature of Science

Teachers of science engage students effectively in studies of the history, philosophy, and practice of science.  They enable students to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.  To show they are prepared to teach the nature of science, teachers of science must demonstrate that they:

1. Understand the historical and cultural development of science and the evolution of knowledge in their discipline.
2. Understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world.
3. Engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.

Standard 3:  Inquiry

Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry.  They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences.  To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they:

1. Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge.
2. Engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.

Standard 4: Issues

Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society.  They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. To show that they are prepared to engage students in studies of issues related to science, teachers of science must demonstrate that they:

1. Understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues.
2. Engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.

Standard 5: General Skills of Teaching

Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning.  They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they:

1. Vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding.
2. Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds.
3. Successfully organize and engage students in collaborative learning using different student group learning strategies.
4. Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science.
5. Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students.
6. Create and maintain a psychologically and socially safe and supportive learning environment. 

Standard 6: Curriculum

Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards.  They begin with the end in mind and effectively incorporate contemporary practices and resources into their planning and teaching. To show that they are prepared to plan and implement an effective science curriculum, teachers of science must demonstrate that they:

1. Understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards.
2. Plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.

Standards 7:  Science in the Community

Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching.  They actively engage students in science-related studies or activities related to locally important issues.  To show that they are prepared to relate science to the community, teachers of science must demonstrate that they:

1. Identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science.
2. Involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.

Standards 8:  Assessment

Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development.  They assess students fairly and equitably, and require that students engage in ongoing self-assessment.  To show that they are prepared to use assessment effectively, teachers of science must demonstrate that they:

1. Use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students.
2. Use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process.
3. Use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work. 

Standard 9:  Safety and Welfare

Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things.  They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field.  To show that they are prepared, teachers of science must demonstrate that they:

1. Understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials.
2. Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction.
3. Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students.
4. Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.

Standard 10:  Professional Growth

 Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession.  They have a desire and disposition for growth and betterment.  To show their disposition for growth, teachers of science must demonstrate that they:

1. Engage actively and continuously in opportunities for professional learning and leadership that reach beyond minimum job requirements.
2. Reflect constantly upon their teaching and identify ways and means through which they may grow professionally.
3. Use information from students, supervisors, colleagues and others to improve their teaching and facilitate their professional growth.
4. Interact effectively with colleagues, parents, and students; mentor new colleagues; and foster positive relationships with the community.

C. REQUIRED PURCHASES: TEXTBOOK(S) AND SUPPLIES

     1.  Textbook (required): 

• You are not required to purchase a textbook for this course.  Instead, you will be provided with a link to an online science methods textbook.  In addition, each student will read and review a science education book from a list provided by the instructor.  The books on this list are all in the Queens College library.  
• Visit the web sites below and download the listed documents:
• http://www.emsc.nysed.gov/ciai/mst.html
• Download the New York State Standards for Mat, Science and Technology
• Download Resource Guides for the Core Curriculum for Intermediate Science, Living Environment, Earth Science, Chemistry and Physics
• National Science Education Standards
• http://www.nsta.org/publications/nses.aspx
• http://www.emsc.nysed.gov/deputy/nclb/nclb_provisions
• NYC High school performance standards
• NYC Middle school performance standards

     2.  Textbook (recommended.  These should be available in the library): 

• Teaching Secondary School Science : Strategies for Developing Scientific Literacy (8th Edition) by Leslie W. Trowbridge , Rodger W. Bybee , Janet Carlson-Powell
• Invitations to Science Inquiry by Tik Liem
• Last Child in the Woods Saving our Children from Nature-Deficit Disorder (2005).  by Richard Louv.
• A Sourcebook for the Biological Sciences (Teaching Science)
  by Evelyn Morholt , Paul F. Brandwein
• Inquiring and Problem-Solving in the Physical Sciences: A Sourcebook by Vincent N. Lunetta

     3.  Supplies and/or tools: None

D.  WEEKLY TENTATIVE SCHEDULE

Week 1 – 8/28/2008 -  Overview of course, goals, requirements, field experience and field experience journal

Activities:

• Visit the course web site using the Firefox web browser
• Press Ctrl T to open up a new tab, visit the CUNY portal at www.cuny.edu, login, access our course in BlackBoard.  If your CAMS account is not working, you may need to activate it by visiting the following site:  https://cams.qc.cuny.edu/
• Sign up for gmail, access google docs.  Email your gmail and qc addresses to qcscied@gmail.com and I will then create a class mailing list and google group.
• Complete student information form
• Famous scientist game
• Views on science teaching survey 
• Read Philosophy of course
• Go over assignments and course requirements
• Discuss fieldwork requirements
• New York City Schools Calendar
• Schools in Queens and Long Island are preferred for fieldwork (private schools need the approval of the Director of the Secondary Science Education Program).  When you choose your school, try and find a school where you might want to student teach.  
• Print Fieldwork form, ( tear-off signed portion and return to instructor), observation logs (to be returned to instructor at end of semester)
  
• Join NSTA 
• discuss formation of an NSTA  Student Chapter
  
• Email qcscied@gmail.com if interested in helping form the Queens College NSTA Student Chapter
• Go over student teaching packet.  
  
• Review list of science education books and pick a book to read and review 

• What is the best way to teach science?  - Compare two demo lessons
• 1
• 2
• 3
  
• Introduction to the learning cycle
• Here's your big chance! - Small group activity!
• Sign up for a free learner.org account.
• View the Introduction of "Teaching High School Science"
  

Useful web sites:

• Science Teaching Objectives Checklist
• Biology Teaching Checklist
• Science teaching standards

• Useful information on the NYS Regents exams and standards
• New York City Board of Education - NYCENET
• New York State Teacher Certification Program web site
  
• Check out NSTA!
• Guided tour to Science Education Starting Points on the Web
• BSCS
• What to expect your first year teaching
• Annenberg New Teachers' Lab

Assigned readings:

1. Read the National Academies of Science release and report: America's Lab Report: Investigations in High School Science (2005) 
   http://books.nap.edu/catalog.php?record_id=11311#toc
2. Read the following papers on the "Nature of Science"

Week 2 – 9/4/2008 – Gender, Ethnicity, Racism and Science Teaching and Learning/The Nature of Science

Discussion:

• Activities and discussion related to gender, ethnicity, and racism and how they affect science teaching and learning.
• Diversity, multiculturalism and science teaching and learning

Activities:

• "Are Women Stronger Than Men?"  (Liem, 1992, p. 326)
• Women in Science - Gender and the Science Classroom Quiz (discuss in small groups) f
  
• Case Studies , Ethics case
• Today's activity: The Mystery Object ! More info on the "Mystery Object "

Useful websites:

Gender and Science

• NSTA Position Statement on "Gender Equity in Science Education"
• Gender equity in science education
• Teaching for Gender Difference
• Gender and Science education links
• The Science of Gender and Science - Pinker vs. Spelke
• Association for Women in Science
• Gender
• Summers on Women in Science
  

Diversity, Multicultural Science

•  NSTA position statement on Multicultural Science
• Ethnicity - Racism  and science teaching - Multicultural Science Education , - Faces of African-Americans in the Sciences 
• Defining equity
• Collaboration in the Science Classroom To Tackle Racism and Sexism
• Racism and the Public's Perception of Evolution
• The Evolution of Racism: An Interview with Pat Shipman
• Multiculturalism and Antiracist education
  

Disabilities and Science Teaching and Learning

• NSTA Position Statement - Students with Disabilities
  
• PL94-142

Nature of Science

• NSTA Position Statement on the "Nature of Science"

Assigned reading and viewing:

• View "Thinking like Scientists" from "Teaching High School Science"

Week 3 – 9/11/2008 – Planning of science lessons and units

Introduction to Planning - Units of Instruction

1. Review: Science Content standards: elementary generalist, elementary/middle, all secondary, secondary biology, secondary chemistry, secondary earth/space, secondary physics
2. Review: Science Teacher Preparation Standards
3. Review: New York State Science Standards (standards in pdf format)
4. Review: National Science Education Standards
5. Bloom's Taxonomy, charts , verbs for writing science objectives
6. How to prepare a lesson plan
7. Suggested lesson plan format for science lessons
8. Designing a Unit Plan

Class Activities: 

• Form groups of 2 to 4 people for Assignment #2 (Minilesson).  Each group should pick a topic and possible activities.  Post the names of your group, your topic, and possible activities on the Discussion Board in BlackBoard.  Your group should post a lesson plan using the lesson plan format for your minilesson on the Discussion Board in BlackBoard by 9/17/2008
• Share science safety stories.  Post on the Discussion Board in BlackBoard.
• View Flinn Safety video - Brief discussion of safety
• Carry out the following outdoor, hands-on, inquiry activity  and then reverse engineer a lesson plan for the  "Dichotomous Key Delights" activity 
• Visit to the QC library (We will leave by 5:30pm) to locate useful science education books and journals.  Everyone should check out a science education book and a science book from the Juvenile Pre-K-12 science section.   You might also want to check out a science textbook, or a science reference book in your field of science.   
• Library visit schedule:
• We will walk over together to the library from Kiely 115 .  Please note:  Take all your belongings as we won't be returning today.
• We will enter at the Main Floor (3rd floor).  You will need to have a picture ID to enter (preferably your Queens College ID).  After entering we will meet Professor Suzanne Li, who is also an education librarian.  Our first stop will be to look at some Science Education Reference Materials (located in the aisle between Q1 and QA36) .  Examples of reference books are  handbooks of research on science education,  National Science Education Standards, science education statistics, etc.  (You can look at these in the library but you cannot check them out.)
• Next we will go up to the 5th floor where you can find circulating science education books and Peterson Field Guides.  You can pick out a science education book here.  
• On the 4th floor just beyond the juvenile (Pre-K-12) collection, we will look at science textbooks and teacher editions, and assorted science books.  The books in the Juvenile section are arranged by topic.
• Finally we will go down to the first floor to see the educational curriculum center  in Room 109B.  Most of the materials here are older or for elementary education.  You will notice many metal filing cabinets.  These contain microfiche of ERIC documents.  You probably can find most of these documents online but it is here, just in case.
• After visiting the center, you can browse the science education journals that are located online and also  at the following locations  on the first floor
• American Biology Teacher - (Periodicals QH1 .A275)Periodicals QH1 .A275
• Journal of Chemical Education - (Periodicals QD1 .J93)
• Journal of Research in Science Teaching - (Periodicals Q181 A1 J6)
• Physics Education - (Periodicals QC30 .P46)
• Physics Teacher - (Periodicals QC30 P48)
• Please note:  there are many other science education journals available online but today I want you to see some of the paper copies.
• Remember, do not hesitate to ask the reference librarians for help if you can't find something.
  

Useful websites:

Safety and liability - Lesson planning , Suggested lesson plan format , The "Aweseome Library" of science lesson plans , Bloom's taxonomy , motivation, Rogers and Maslow

Animals in the classroom , Laboratory science , Safety and School Science Instruction ,

Materials Safety Data Sheets

A good outdoor activity "Height Sites"

Assigned reading and viewing:

• View "Chemical Reactions" from "Teaching High School Science"

Assignment 1 due - Professional Science Education Organization Review

Week 4 – 9/18/2008 – Minilesson 1 - Group microteaching (2 to 4 students teach a ten minute lesson to the class)

Activities:

Minilesson 1 - Group microteaching

Assigned reading and viewing:

• View "Investigating Crickets " from "Teaching High School Science"

Assignment 2 due - Minilesson 1 - Group microteaching

 Week 5 – 9/25/2008 – Learning Theories, Philosophy of Science, Nature of Science

Activities:

• Discussion of Learning theories and science teaching and learning (1 hour)
• Try the science learning theories quiz
• Construct a concept map
• Sign up for C-Tools
• http://www.mind42.com/
• Mind mapping tools
• http://www.nodeville.com/
• http://www.bubbl.us/
• http://www.text2mindmap.com/
• http://www.exploratree.org.uk/
• http://www.shambles.net/pages/school/mindmaps/
• http://www.gliffy.com/
• http://www.flowchart.com/
• Try the Learning Modalities questionnaire
• Student learning strengths inventory
• The Learning Classroom: Theory Into Practice
• View the Private Universe video and The Private Universe Project in Science
• Philosophy of Science activity and discussion  Discuss philosophy of science survey questions and discuss in small groups.
• Introducting Inquiry and the Nature of Science activity

Useful Websites:

 Listing of learning theories (Ausubel , Bruner , Piaget , Gagne , Vygotsky , Bandura ) guildford,  Concept mapping , advance organizers Wait time , questioning techniques

Assigned reading and viewing:

• View "Exploring Mars " from "Teaching High School Science"

Week 6 – 10/2/2008 –  Use of Technology in Science Teaching and Learning  (Please note:  We will do these activities on 10/16)

Activity:  

• Discussion of the use and misuse of technology in science teaching and learning.  Good and bad examples of technology use.  

• Group Activity: : develop a science activity that uses data obtained from the web.  Please post a short description of your activity on the Discussion Board in BlackBoard

• Today's technology tasks
• The Use of Computers in Science Education`
• Criteria For Applying Distance Learning To Science Education

Links to explore:

• merlot.org (sign up for a free account)
• Educational technology
• Innovative technology
• Tutorials
• Fromnowon.org

Assigned reading and viewing:

• View "The Physics of Optics" from "Teaching High School Science"

Week 7 – 10/9/2008 – NO CLASS

Assignment 3 due - Safety exam completed

Week 8 – 10/16/2008 –  Science Inquiry  Use of Technology in Science Teaching and Learning

Activity:  

• Discussion of the use and misuse of technology in science teaching and learning.  Good and bad examples of technology use.  

• Group Activity: : develop a science activity that uses data obtained from the web.  Please post a short description of your activity on the Discussion Board in BlackBoard

• Today's technology tasks
• The Use of Computers in Science Education`
• Criteria For Applying Distance Learning To Science Education

Links to explore:

• merlot.org (sign up for a free account)
• Educational technology
• Innovative technology
• Tutorials
• Fromnowon.org

 Week 9 – 10/23/2008 – NO CLASS - Field Trip TBA

Field trip site:  American Museum of Natural History

Tentative date for field trip:  Saturday 11/1/2008 from 10am to Noon.  

We will meet at the main entrance,  (79th St. at Central Park West) and then view the following exhibits:

• The Horse
• Climate Change
  

Week 10 – 10/30/2008 – Assessment in Science - 

• During this lesson, you will sit at virtual tables in ScienceMOO and work in groups.  Since our class is so small I am not going to make a seating chart.  
  

• Objectives tests, design of traditional paper and pencil tests
• Item analysis
• Item response theory
• Test bias

Useful websites:

• Living environment exam prep center
• Assessment and evaluation ,
• Assessing Student Performance in Science.
• What does research say about assessment?
• Preparing High School Students for Standardized Tests
• Helping Children Master the Tricks and Avoid the Traps of Standardized Tests
• Characteristics of standardized tests - validity and reliability
• item analysis
• ERIC Digest on Item Analysis
• Data-Driven Equity in Urban Schools. ERIC Digest. 
• Constructing multiple choice questions
• test item writing
• Item analysis with SPSS
• Item Response Theory Tutorial

Assigned reading/viewing:

Assessment in Math and Science: What's the point?

Assignment 5 due: Paper on how the institution visited during the field trip could be used to enhance formal science education.   

Tentative date for field trip:  Saturday 11/1/2008 from 10am to Noon.  

Please check out the educator's guides for the The Horse and Climate Change exhibits

Week 11 – 11/6/2008 – Alternative Assessment in Science

Activity 1: construct a sample alternative assessment

• Pick a topic  from the Regents Science curriculum in the area you will be teaching.  You could use the same topic that you used last week when constructing a traditional objective test.  Make sure that you pick a topic that you might be teaching next semester.  You could also include this assessment in your unit plan if it is related to your unit plan topic.  
• Come up with an idea for an alternative assessment for your topic and post it on the discussion board in BlackBoard.  Make sure to include scoring guidelines or a rubric.  

• Visit the "Creating Portfolios with Web 2.0 Tools" web site
• Browse through the various tools available.  
• After looking at sample electronic portfolios, create and account and start a portolio by adding the assignments you have completed so far in this course.  

• An example of Problem-Based Learning:  An Interesting exercise - "Hot headed moles in Antarctica" - followup

• The air pressure circus
• The Can Crusher
• egg in a bottle

Useful websites:

• alternative assessment, e.g. developing porfolios
• electronic portfolios
• Creating meaningful performance assessment
• Introduction to scoring rubrics

Discuss inquiry teaching, problem-solving, misconceptions, discrepant events

Other Reading:

Science inquiry , ERIC Digest on Inquiry, Discrepant events, more info on discrepant events, Problem solving and critical thinking, Teaching Thinking Skills , Problem-Based Learning ,

 Week 12 – 11/13/2008 - Minilesson 2 - Individual Microteaching

Assignment 6 due:  Lesson plan for Minilesson 2 due

 Week 13 – 11/20/2008 - Complete Minilesson 2 - Individual Microteaching and begin Controversial Issues in Science and in Science Education  (Please note, we may need to move Controversial issues to next week)

Activities:

Small group activity: List and discuss some important controversies in both science and science education. How would you handle these topics in the classroom?

View the Flock of Dodos video

Big Bang activities (free graph paper! Printable paper rulers)

http://www.ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci020.html

• http://btc.montana.edu/ceres/html/Universe/uni1.html

Evolution related activities

• Geological timeline activity    answer key
• Exploratorium - Evidence

Useful websites:

• Evidence supporting evolution
  
• Evolution and its role in scientific research (PowerPoint presentation)
• Exploratorium - Evidence
• Science controversies on-line
• Controversies in Science
  Come ask the questions that are on your mind!
• National Center for Science Education
• Evolution and Creationism, " Talking about Evolution "

 Week 14 – 11/27/2008 - NO CLASS - THANKSGIVING RECESS

 Week 15 – 12/4/2008 –  Classroom management during science lessons / Reading in Science

Activity:

-Group work on classroom management scenarios and case studies 

Useful websites:

• Classroom management 101
• The really big list of classroom management resources
• Classroom management from the teachers guide
• Behavior and discipline links
• Best practice and classroom management
• Classroom management tips from Education World

Activity:

• assess the reading level of a science textbook
• group review of a textbook

• Readability tests, 
• Reading and science 
• Fog and Fry tests, 
•  online Cloze test exercises and 
• Maze tests

Professional organizations and journals, Science Education Organizations on the Internet
Science fairs

Activities:

The Bottom Line (Big questions about science education)

Answer questions, review, work on projects

Assigned reading: TBA

Assignment 7 due:  Evolution-Creationism project

 Week 16 – 12/11/2008 – Reading Day - NO CLASS

Assignment 8 due:  Unit plan with assessment

Fieldwork Assignment  due - submission of fieldwork journal, 3 observation reports and related journal entries, and fieldwork sign in sheet

 Week 17 – 12/18/2008 – Final Examinations 

We will meet in the computer lab as usual.  Attendance is mandatory.

Informal presentations of unit plans.

Brief discussion of classroom management.

• Read the following on classroom management for science teachers
• Check links on Week 15

Science and fun.  Students will divide into groups and develop resources for teachers on the following topics:

• Science jokes
• Science songs
• Science videos
• Science games
• Fun Science web sites

Each group should post their products on wikispaces.org and then link to them from their web page.  Please also post the links on the Discussion Board in BlackBoard.

 E.     ASSIGNMENTS, DUE DATES, AND GRADING PLAN

 Procedure for submitting assignments:

 1)  All assignments that include text:

• Post a copy on the Discussion Board in BlackBoard
• Submit an electronic version (a Word document) using the Digital Dropbox in BlackBoard
• Upload your document to docs.google.com and share it with qcscied@gmail.com

Assignment Description	Instructions	How to Submit	Scoring Guidelines	Due Date	Possible Points
Assignment 1 –  Professional Science Education Organization Review	Assignment  1 instructions	How to submit	Assignment 1 Scoring guidelines	9/11/2008	10
Assignment 2 –  Minilesson 1 - Group Microteaching, lesson plan	Assignment  2 instructions	How to submit	Assignment 2 Scoring guidelines	9/18/2008	30
Assignment 3 –  Safety Exam	Assignment  3 instructions	How to submit	Assignment 3 Scoring guidelines	9/25/2008	20
Assignment 4 –  Exemplary science web resources - "A bit of Merlot"	Assignment  4 instructions	How to submit	Assignment 4 Scoring guidelines	10/16/2008	10
Assignment 5 –  Field Trip Paper	Assignment  5 instructions	How to submit Assignment 5	Assignment 5 Scoring guidelines	10/30/2008	10
Assignment 6 –  Minilesson 2 - Individual Microteaching, lesson plan	Assignment 6  instructions	How to submit	Assignment 6 Scoring guidelines	11/13/2008	30
Assignment 7 - Evolution-Creationism project	Assignment 7  instructions	How to submit	Assignment 7 Scoring guidelines	12/4/2008	20
Assignment 8 - Unit Plan including assessment	Assignment 8  instructions	How to submit	Assignment 8 Scoring guidelines	12/11/2008	100
Fieldwork	Fieldwork  instructions	How to submit	Fieldwork Scoring guidelines	12/11/2008	30
Participation – Active participation in all class activities.	Participation Instructions	Not applicable		Entire semester	10

F.  FIELDWORK REQUIREMENTS - 

Instructions for Fieldwork

Locate a school in Queens or Long Island, preferably near Queens College.  You might want to find a school for your fieldwork that you could also use for student teaching.  Print Fieldwork form, h(ave tear-off signed and return to instructor),observation logs (to be returned to instructor at end of semester)

You must observe 25 hours of classroom science teaching at the middle and high school levels.   You should submit three observation reports and reflective journal entries on the characteristics of the lessons you observe or teach, including a critique on how the science content, nature of science and unifying principles are presented

Due Date - 12/11/2008

Possible Points - 30

How to Submit - 

• Always make sure that your name, the date, the assignment number and course number are at the top of the page on your assignment.  
• Upload your Word document or equivalent in the Digital Dropbox in BlackBoard.
• Copy and paste your observation report and related journal entries into a google document.  Share the document with qcscied@gmail.com
• Keep a paper copy for your records.  
  

Scoring Guidelines -  Each report can receive a maximum score of 10 points for a total of 30 points.


G.  CUNY POLICY ON ACADEMIC INTEGRITY
Academic Dishonesty is prohibited in The City University of New York and is punishable by penalties, including failing grades, suspension, and expulsion as provided at: 

      http://qcpages.qc.cuny.edu/provost/policies/index.html

 H. ADA Statement
Students with disabilities needing academic accommodation should:  (1) register with and provide documentation to the Special Services Office, Kiely 171; (2) bring a letter to the
instructor indicating the need for accommodation and what type.  This should be done
during the first week of class.  For more information about services available to Queens students contact:  Dr. Mirian Detres-Hickey, Special Services Office; 171 Kiely Hall; 718 997-5870 (8:00 a.m. to 5:00 p.m.).  E-mail address:  mdetres@yahoo.com or to mirian.detreshicky@qc.cuny.edu

I.   USE OF STUDENT WORK
All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the state education department.  For these purposes, samples of students’ work  are made available to those professionals conducting the review.  Student anonymity is 
assured under these circumstances.  If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class.  Your cooperation is greatly appreciated.

J.  ADDITIONAL INFORMATION
Safety rules, if any, might go here or under a separate heading. If course work is inherently dangerous, safety instructions and tests are required before any equipment may be used.  Safety rules should be listed in the syllabus or in an attachment to it.

K. RECENT BIBLIOGRAPHY

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 American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

American Association for the Advancement of Science. (1997). The science curriculum:  Evaluating what and how we teach. 2061 Today, 7(l), 1-2.

 American Chemical Society. (1995). Safety in Academic Chemistry Laboratories (6th. ed). Washington DC: Author.

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Flinn Scientific, Inc. (1992). Generic chemical hygiene plan for high school laboratories.  Batavia IL: Author.

 Ford, S. (1993). "Those loud Black girls": (Black) women, silence, and gender passing in the academy. Anthropology and Education Quarterly, 245(1), 3-32.

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L.  ADDITIONAL INFORMATION

Students are required to request permission from the instructor if they with to perform experiments or activities that involve potentially dangerous chemicals, materials, electricity, or other procedures. An MSDS sheet should be available for any chemical used in an activity.  A good source of science safety information is the Flinn Scientific web site located at the following web address:  http://www.flinnsci.com/Sections/Safety/safety.asp

• Science Education Journals
• Science Education books in the QC library
• Information on microteaching
• Information on lesson planning
• Science lesson plan format

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