Blue-footed Boobies
          from the Galapagos

Menu:

More info:

Links:

Science Fun
ScienceMOO

Brian's Class Materials- FALL 2011 - SEYS 562

SEYS 562 Home

Queens College/CUNY
Education Unit
Fall 2011

 SYLLABUS

SEYS 562 

Section:  

Methods of Teaching Science in Middle School and High School

 Thursday 4:30 pm to 7:00 pm

Kissena Hall Room 110 and  Kiely Hall Room 115

Please complete the course evaluation before the last week

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 135C,

Office Hours: 

Wednesday 2:00 pm to 4:00 pm
Thursday 2:00 pm to 4:00 pm
And by appointment

Please send me email to brian.murfin@qc.cuny.edu to arrange an online appointment using either:

Phone:  (631) 223-8311

Email:  brian.murfin@qc.cuny.edu

A.     COURSE DESCRIPTION

SEYS 562.  Methods of Teaching Science in Middle School and High School. 3 hr.; 20 hr. of field experience; 3 cr. Prereq. or coreq.: SEYS 350. Open only to students in science teacher education programs. Focuses on the development of students’ pedagogical content knowledge in their specific science subject areas. Secondary school science curriculum, along with research-based learning, instructional and assessment strategies, will be examined.

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:

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:

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:

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.
Standard 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.
Standard 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): 

     2.  Textbook (required): 

Textbooks (recommended): (These should be available in the library)

     3.  Supplies and/or tools: None

D.  WEEKLY TENTATIVE SCHEDULE

Please note:  We will visit the American Museum of Natural History on a Saturday (date to de determined) from 10am to Noon to see an exhibit. 

Week 1 – 9/1/2011 -  Overview of course, goals, requirements, field experience and field experience journal ( Class will be online this week due to Hurricane Irene)

Activities:

Useful web sites:

Assigned readings:

  1. Read Chapter 1 of "Behold the Ostrich"  The link is in the Course documents folder in BlackBoard.  (Don't worry, you can do this week 2 if you have a problem accessing BlackBoard during week 1)
    You can use the comment form to submit feedback.
  2. 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
Week 2 – 9/82011 – Gender, Ethnicity, Racism and Science Teaching and Learning/The Nature of Science - Exploring the "Invisible Web"
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:

Useful websites:

Gender and Science

Diversity, Multicultural Science

Disabilities and Science Teaching and Learning

Nature of Science

Assigned reading and viewing:

Week 3 – 9/15/2011 –  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: (NY State standards in pdf format)
    4. Review: National Science Education Standards
    5. Bloom's Taxonomy, verbs for writing science objectives
    6. Bloom's digital taxonomy
    7. How to prepare a lesson plan
    8. Suggested lesson plan format for science lessons
    9. Designing a Unit Plan
    10. Other tools for planning lessons:  uBd, The 5E learning cycle model
    11. Differentiated instruction in Science
    12. Differentiated instruction for science

Class Activities: 

Useful websites:

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

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:

Assignment 1 due - Assignment #1 - Review of a science education article from an NSTA journal

Week 4 – 9/22/2011 –  Assignment #2 - Minilesson 1 - Group microteaching (2 to 4 students teach a ten minute lesson to the class)

Activities:

Today's activities:

The Mystery Object ! More info on the "Mystery Object "

Assigned reading and viewing:

Assignment 1 due - Assignment #1 - Review of a science education research article from the Journal of Research in Science Teaching

Assignment 2 due - Minilesson 1 - Group microteaching

Week 5 – 9/29/2011 – No Class

Week 6 – 10/6/2011 - How do students learn science?

Science news:

Tonight's visitor
More info

Learning Theories, Philosophy of Science, Nature of Science

Discussion of Learning theories and science teaching and learning (Please view the screencasts and read the accompanying notes outside of class)

Activities:

Activity 1: Problem-Based Learning
Activity 2:  Discrepant events, misconceptions, inquiry
Activity 3 - Battery and bulb - Hands-on science inquiry activity to be completed in small groups (write up a lesson plan for the activity using the lesson plan template)

Activity 4 - Login to Science Moodle and complete the learning theory activity

Activity 5 - Construct a concept map
(Pick a topic in the curriculum in your area of certification and draw a concept map.  Exchange concept maps with your colleagues and compare.)  

There are many online tools that can be used to make concept maps.  General purpose tools like sumopaint and flockdraw can be used.  More tools that might be useful are listed below.
Activity 6 - Try the Learning Modalities questionnaire and

Activity 7 - Student learning strengths inventory

Activity 8 - Watch The Learning Classroom: Theory Into Practice

Activity 9 - View the Private Universe video and The Private Universe Project in Science

Useful Websites:

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

Assigned reading and viewing:

Assignment 2 due - Minilesson 1 - Group microteaching

Week 7 – 10/13/2011 – Traditional and Alternative Assessment in Science

1) Science news, reminders, questions and answers
Finish last week's activities:
2) View the screencasts
3) View the slide presentation

4) Skim the following:
5) Complete Traditional Assessment in Science activities - Click here for Instructions for Tonight's Activity on Assessment in Science

Useful websites:

Assigned reading/viewing:

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

Read Chapter 9 Assessment of Student Learning

6) PART 2 - Alternative Assessment - (You probably will not have time to finish this in class, so please complete it outside of class by next week and post your results on the Discussion Board in BlackBoard).

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 an account and start a portolio by adding the assignments you have completed so far in this course.   I strongly recommend that you use Google sites, http://sites.google.com  to develop your ePortfolio. 
alternative assessment, e.g. developing porfolios
electronic portfolios
Creating meaningful performance assessment
Introduction to scoring rubrics

Week 8 – 10/20/2011 –  Safety in the Science lab, ethical and legal issues in science education, care of organisms

Activities:  

Discuss Science news
Review main points of traditional assessment
Discuss alternative assessment
What not to do in the lab ...
Activity 1 - Share science safety stories.  Post on the Discussion Board in BlackBoard.
Activity 2 - View Flinn Safety video - Brief discussion of safety Activity 3 - Introduction to Materials Safety Data Sheets (MSDS) sheets
Activity 4 - (Individual activity) Logon to Science Moodle and start the Science Safety Exam (You can continue this from home later)
Begin working on the Assignment 5a during class
Activity 5 - Ethical and legal obligations of science teachers - Read the following:
Activity 6 - (Small group activity) Safety and care of animals - Pick an organism that you might use in a Living Environment class.  Describe any safety precautions, and how you would care for the animal in a humane way.  
Activity 7 - (Small group activity) Imagine that you have been asked by the Chair of the Science department to design and implement a school science safety plan.  Describe your strategy and give some examples of what you would include in such a plan.  
Useful Links:
Safety and liability
School chemistry laboratory safety guide
Lab safety institute
Other useful safety resources:

Assigned reading and viewing:

Assignment #3 due - Science Kit Review(This assignment has been removed)

Week 9 – 10/27/2011 –   Use of Technology in Science Teaching and Learning

Activity 1 - Please answer the following questions on the discussion board:
Activity 2
Activity 3 - Read the following NSTA position statements:
Activity 4 - Sign up for a free account at merlot.org
Activity 5 - Complete "Today's technology tasks
Activity 6 - Discussion of how to teach science online. 

Links to explore:

How NOT to learn how to use technology

Brainstorm ideas for Halloween science activities and post on the discussion board in BlackBoard.  Check out the Halloween Science link for more information.

Assignment #5a due

Week 10 – 11/3/2011 –  Unifying concepts, ways of knowing, methods of inquiry, and important Science, Technology, Society issues. examples from the different science disciplines

Assignment #4 due

Week 11 – 11/10/2011 – Minilesson 2 - Individual Microteaching begins

Assignment 6 due:  Lesson plan for Individual Minilesson 2 due (for those teaching tonight)

Week 12 – 11/17/2011 - No Class

Assignment 8 due

Week 13 – 11/22/2011 - Minilesson 2 - Individual Microteaching continued (IMPORTANT:  WE MEET ON TUESDAY THIS WEEK AS TUESDAY FOLLOWS THE THURSDAY SCHEDULE)

Field trip site:  American Museum of Natural History

Tentative date for field trip:  Saturday December 3rd  from 10am to Noon.  (Combined)

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

One of the permanent exhibitions and Beyond Planet Earth:  The Future of Space Exploration
  • List the behavior problems you have observed during ICE and your fieldwork.  For each problem answer the following:
    • Describe the problem
    • What did the teacher do?
    • What was the reaction of the student/s?
    • Would you have done something different?  Why or why not?
  • Read the following on classroom management for science teachers
Useful websites:
Activities:
Useful Links:

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

Activities:

Assignment 7 due
NO CLASS - WE WILL NOT MEET THIS WEEK - Reading Day - PLEASE REVIEW THE LINKS FOR THIS WEEK
Discuss Controversial Issues in Science and Science Education

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

Evolution related activities

Useful websites:

Week 17 – 12/22/2011– Classroom management, controversial issues in science, and making science learning fun.

(Class will meet from 4pm to 4pm)

We will meet ONLINE.

Click here for instructions for our online class.


Attendance is mandatory.

Please complete the course evaluation before the last week


E.     ASSIGNMENTS, DUE DATES, AND GRADING PLAN
Assignment Description Instructions How to Submit Scoring Guidelines Due
Date
Possible Points
Assignment 1 – Review of a science education research article from the Journal of Research in Science Teaching (JRST)
Assignment 
1 instructions
How to submit
Assignment 1
Scoring guidelines
Week 4
9/22/2011
10
Assignment 2 –  Minilesson 1 - Group Microteaching, lesson plan Assignment 
2 instructions
How to submit
Assignment 2
Scoring guidelines

Week 4 9/22/2011
30
Assignment 3 - Science Kit Review
This assignment has been removed
Assignment 9  instructions How to submit Assignment 9
Scoring guidelines
Week 8
10/20/2011
20
Assignment 4 –  Exemplary science web resources - "A bit of Merlot" Assignment 
4 instructions
How to submit Assignment
4
Scoring guidelines
Week 10
11/3/2011
10

Assignment 5a -Safety, Ethical and Legal issues, and Care of Living Organisms Module

Assignment 5a Instructions
How to submit



Scoring guidelines


Week 11
11/10/2011



18
Assignment 5b  – 

Safety, Ethical and Legal issues, and Care of Living Organisms Exam

Assignment 
5b instructions
How to submit Assignment
5b
Scoring guidelines
Week 14
12/1/2011
20

Assignment 6 – Minilesson 2 - Individual Microteaching, lesson plan


Assignment 6  instructions How to submit

Assignment 6
Scoring guidelines
Weeks 11, 13, 14, 15
11/10/2011
11/24/2011
12/1/2011
12/8/2011
30
Assignment 7 - Unit Plan including assessment Assignment 7  instructions How to submit Assignment 7
Scoring guidelines
Week 15
12/8/2011
100
Assignment 8 - New York State Regents exam in the area of science certification
Assignment 8 Instructiions
How to submit
Assignment 8 Scoring guidelines

Week 12
11/17/2011



10
Assignment 9 Science Research Project
Assignment 9 Instructions
How to submit
Assignment 9 Scoring guidelines

May 1, 2012
(You can hand this in earlier)


18

Assignment 10 Contextual Content Mini-Portfollio

Assignment 10 Instructions
How to submit
Assignment 10 Scoring guidelines


Week 13
11/24/2011


18
Fieldwork Fieldwork  instructions How to submit Fieldwork
Scoring guidelines
Week 15
12/8/2011
30
Participation – Active participation in all class activities.  Participation
Instructions
Not applicable
Entire semester 10

F.  FIELDWORK REQUIREMENTS - 

Instructions for Fieldwork

    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 letter, (have 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 - 12/8/2011

    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

    Abd-El-Khalick, F., & Lederman, N.G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of ScienceEducation, 22(7), 655-701.

     American Association for the Advancement of Science. (1989). Science for all Americans. Washington DC: Author.

     American Association for the Advancement of Science. (1991). Barrier Free in Brief:  Laboratories and Classrooms in Science and Engineering. Washington DC: Author.

     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.

     American Psychological Association. (1992). Learner-centered psychological principles:  Guidelines for school redesign and reform. Washington DC: Author.

     American Psychological Association. (1995). Learner-centered psychological principles:  A framework for school redesign and reform (revised). Washington DC: Author.

     Atwater, M. M. (1994). Cultural diversity in the learning and teaching of science. In Gabel, (Ed.) Handbook of research on teaching and learning of science (pp. 558-576). New York NY: MacMillan.

     Atwater, M. M., Crockett, D., & Kilpatrick, W. J. (1996), Constructing multicultural science classrooms: Quality science for all. In J. Rhoton & P. Bowers (Eds.), Issues in science education (pp. 167-176). Arlington VA: National Science Teachers Association.

     Banks, J. (1993). The canon debate, knowledge construction, and multicultural education.  Educational Researcher, 22(5), 4-14.

     Biological Sciences Curriculum Study. (1995). Decisions in teaching elementary school Page -33- science (2nd ed.). Colorado Springs CO: Author.

     Bookhart, S, & Freeman, D. (1992). Characteristics of entering teacher candidates.  Review of Educational Research, 62(1), 37-60.

     Boyer, E. (1987). College: The undergraduate experience in America. New York: Harper and Row.

    Brophy, J. & Good, T. L. (1986). Teacher behavior and student achievement. (pp. 328-375). In M. C. Wittrock, (Ed.) Handbook of research on teaching, 3rd edition. New York:Macmillan Publishing Company.

     Carin, A. A. (1997). Teaching science through discovery. (8th edition). Upper Saddle River NJ: Merrill.

    Central Association of Science and Mathematics Teachers. (1907). A consideration of the principles that should determine the courses in biology in the secondary schools. School Science and Mathematics, 7, 241-247.

     Curry, L. (1990). Learning styles in secondary schools: A review of instruments and implications for their use. Madison WI: National Center on Effective Secondary Schools.

     Dunkin, M. J. & Barnes, J. (1986). Research on teaching in higher education. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 754-777). New York: McMillan.

     Espinet M., Simmons, P., & Atwater, M. (1992). Career decisions of K-12 science teachers; Factors influencing their decisions and perceptions toward science teaching. School Science and Mathematics, 92, 84-91.

    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.

     Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York NY:  Basic Books.

     Goran, M. (1979), Fact, fraud and fantasy. Cranbury NJ: A. S. Barnes and Co., Inc.

     Green. J. & Weaver, R. (1992). Who aspires to teach? A descriptive study of preservice teachers. Contemporary Education, 63(3), 234-238.

     Hart, D. (1994). Authentic assessment: A handbook for educators. Menlo Park CA:  Addison-Wesley Publishing Company.

     Hellman, H. (1998). Great feuds in science. New York, NY: John Wiley & Sons, Inc.

     Horner, J., & Rubba, P. (1979). The laws-are-mature-theories fable. The Science Teacher, 46(2), 31.

     Khishfe, R., & Abd-El-Khalick, F (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.

    Kuhn, T. (1962). The structure of scientific revolutions. Chicago IL: University of Chicago Press.

     Ladson-Billings, G. (1995) But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.

     Lederman, N.G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 26(9), 771-783.

     Lederman, N. G., Gess-Newsome, J. & Latz, M. S. (1994). The nature and development of preservice science teachers' conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31(3), 129-146.

     Lederman, N.G., & Niess, M. L. (1997). The nature of science: Naturally? School Science and Mathematics, 97(1), 1-2.

     Lederman, N.G., Schwartz, R. S., Abd-El-Khalick, F, & Bell, R. L. (2001). Preservice teachers' understanding and teaching of the nature of science: An intervention study.

    Canadian Journal of Science, Mathematics, and Technology Education, 1(2), 135-160.

     Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

     Mann, D. (1995). Can teachers be trusted to improve teaching? Phi Delta Kappan, 77(1) 86-88.

     Marion, R., Hewson, P. W., Tabachnick, B. R. & Blomker, K. B. (1999). Teaching for conceptual change in elementary and secondary science methods courses. Science Education, 83(2), 275-308

     Mason, C. (1992). Concept mapping: A tool to develop reflective science instruction.  Science Education, 76, 51-63.

     McComas, W. (1996). Ten myths of science: Reexamining what we think we know about the nature of science. School Science and Mathematics, 96, 10-16.

     Nagel, M. C. (1982). Lab magic and liability. The Science Teacher, 49(2), 31-33.

     National Association of Biology Teachers. (1990). Animals in biology classrooms.  Reston VA: Author.

     National Board for Professional Teaching Standards. (1996). Proposition #3: Teachers responsible for managing and monitoring student learning. Washington DC: Author.

     National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

     Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. New York NY: Longman.

    Orlich, D., Harder, R., Callahan, R. & Gibson, H. (1998). Teaching strategies: A guide to better instruction (5th ed). Boston MA: Houghton-Mifflin. 

    Park, R. (2000). Voodoo science. New York, NY: Oxford University Press.

    Patthey-Chavez, G. G. (1993). High school as an arena for cultural conflict and acculturation for Latino Angevines, Anthropology and Education Quarterly, 24(1), 33-60.

    Purvis, J., Leonard, R. & Boulter, W. (1986). Liability in the laboratory. The Science Teacher, 53(4), 38-41.

    Resnick, L. B. (1987). Education and Learning to Think. Washington, D. C.: National Academy Press.

    Rivera, J., & Poplin. (1995). Multicultural, critical, feminine and constructive
    pedagogies seen through the eyes of youth: A call for the revising of these and beyond: Toward a pedagogy for the next century. In C. E. Skeeter and P. L. McLaren (Eds.), Multicultural education, critical pedagogy and the politics of differences (pp. 221-244). Albany NY: State University of New York Press.

    Riechard, D. E. (1993). An educator's brief on dangerous plants. The Clearing House, 66(3), 151-153.

    Rogers, L., Bond, S., & Nottingham, J. (1997). Motivation as a factor in the professional development of preservice science teachers. Paper presented at the National Association for Research in Science Teaching, Oak Brook, Illinois. 

    Roychoudhury, A., Roth, W. & Ebbing, J. (1993). Becoming a reflective science teacher:

    An exemplary endeavor by a preservice elementary teacher. In Rubba, P., Campbell, L. & Dana, T. (Eds.), The 1993 Yearbook of the Association for the Education of Teachers in Science.  Columbus, OH: Clearinghouse for Science, Mathematics, and Environmental Education.

    Sagan, C. (1996). The demon-haunted world. Science as a candle in the dark. New York  NY: Ballantine Books.

    Schmidt, W., Jorde, D., Cogan, L., Barrier, E., Gonzalo, I., Moser, U., Shimizu, K., Sawada, T., Valverde, G., McKnight, C., Prawat, R., Wiley, D., Raizen, S., Britton, E. & Wolfe, R. (1996a). Characterizing pedagogical flow. Boston MA: Kluwer Academic Publishers.

    Sergiovanni, T. (1992). Why we should seek substitutes for leadership. Educational Leadership, 49(5), 41-45.

    Slavin, R. E. (1996). Cooperative learning in middle and secondary schools. Clearinghouse, 69 (4), 200-204. [EJ 530 442].

    Serow R. (1994). Called to teach; A study of highly motivated preservice teachers.  Journal of Research and Development in Education, 27(2), 65-72.

    Smith, E. L. & Anderson, C. W. (1984). The planning and teaching intermediate science study: Final report (Research series no. 147). Michigan State University, East Lansing MI: Institute for Research on Teaching.

    Socketed, H. (1996). Teachers for the 21st century; Redefining professionalism. NASSP Bulletin, 80(580), 22-29.

    Stahl, R. J. (1991, April). The information-constructivist perspective: Application to and implications for science education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Lake Geneva, WI.

    Stalheim-Smith, A. & Scharmann, L. C. (1996). General biology: Creating a positive learning environment for elementary education majors. Journal of Science Teacher Education, 7(3), 169-178.

    Stoddart, T., Connell, M., Stofflett, R. & Peck, D. (1993). Reconstructing elementary teacher candidates understanding of mathematics and science content. Teaching and Teacher Education, 9(3), 229-241. 

    Trowbridge, L. W. & Bybee, R. W. (1990). Becoming a secondary school science teacher (5th edition). Columbus OH: Merrill Publishing Company.

    Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

    Webb, N. L. (1997). Determining alignment of expectations and assessments in mathematics and science education. National Institute for Science Education Brief, 1(2), 1-8. 

    Weld, J. D. (1990). Making science accessible. The Science Teacher, 57(8), 34-38.

    Wise, A. & Leibbrand, J. (1993). Accreditation and the creation of a profession of teaching. Phi Delta Kappan, 75(2), 133-157.

    Yohe, B. & Dunkleberger, G. E. (1992). Laboratory safety and inspection procedures.Journal of Chemical Education, 69(2), 147-149.

    Zeidler, D. L. (1997). The central role of fallacious thinking in science education. Science Education, 81(3), 483-496.

    Zeidler, D. L., Lederman, N. G. & Taylor, S. C. (1992). Fallacies and student discourse:  Conceptualizing the role of critical thinking in science education. Science Education, 76(4), 437-450.
     

    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