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
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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:
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:
- 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 PreparationStandard 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.
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:
- Understand the historical and cultural development of science and the evolution of knowledge in their discipline.
- Understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world.
- 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.
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:
- Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge.
- 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.
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:
- 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.
- 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.
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:
- Vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding.
- Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds.
- Successfully organize and engage students in collaborative learning using different student group learning strategies.
- Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science.
- Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students.
- Create and maintain a psychologically and socially safe and supportive learning environment.
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:
- 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.
- 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.
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:
- Identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science.
- 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.
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:
- Use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students.
- Use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process.
- Use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
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:
- 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.
- Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction.
- Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students.
- 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.
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:
- Engage actively and continuously in opportunities for professional learning and leadership that reach beyond minimum job requirements.
- Reflect constantly upon their teaching and identify ways and means through which they may grow professionally.
- Use information from students, supervisors, colleagues and others to improve their teaching and facilitate their professional growth.
- 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 required to purchase a textbook for this course, Teaching Secondary School Science : Strategies for Developing Scientific Literacy (9th Edition) by Leslie W. Trowbridge , Rodger W. Bybee , Janet Carlson-Powell. You can buy a used copy but try to get the latest edition you can.
- 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:
- Inquiry and the National Science Education Standards: A Guide for Teaching and Learning
- 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 (required):
- Teaching Secondary School Science : Strategies for Developing Scientific Literacy (9th 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
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:Week 2 – 9/82011 – Gender, Ethnicity, Racism and Science Teaching and Learning/The Nature of Science - Exploring the "Invisible Web"
- Visit the course web site using the Mozilla 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/
- View the instructor's video introduction
- Post your introduction on the discussion board in BlackBoard
- 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.
- Request to join our Google group http://groups.google.com/group/seys562-fall2011 using your gmail address.
- Complete student information form
- Read Philosophy of course
- Watch video overview of the course
- Watch video on how to submit assignments
- Go over assignments and course requirements
- video of assignment #1
- 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 the QC NSTA Student Chapter (Information on this will be provided during the second week)
- Go over student teaching packet. (Please note: this is from 2010 and there may be changes)
- Review list of science education books and pick a book to read and review
- What is the best way to teach science? - Compare three demo lessons (We will do this during week 2)
- What is inquiry? Frequently Asked Questions about inquiry
- Here's your big chance! - Small group activity! ((We will do this during week 2)
- Sign up for a free learner.org account.
- View the Introduction of "Teaching High School Science"
- Introduction to the Smartboard (We will do this during week 2)
Useful web sites:
- 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:
- 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.- 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
Discussion:Week 3 – 9/15/2011 – Planning of science lessons and unitsActivities:
- Activities and discussion related to gender, ethnicity, and racism and how they affect science teaching and learning.
- Diversity, multiculturalism and science teaching and learning
- "Are Women Stronger Than Men?" (Liem, 1992, p. 326)
- Women in Science - Gender and the Science Classroom Quiz (discuss in small groups) f
- Please complete the following survey: Search Engines and Science Teaching
Useful websites:
Gender and Science
Diversity, Multicultural 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
- 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"
Introduction to Planning - Units of Instruction
- Review: Science Content standards: elementary generalist, elementary/middle, all secondary, secondary biology, secondary chemistry, secondary earth/space, secondary physics
- Review: Science Teacher Preparation Standards
- Review: (NY State standards in pdf format)
- Review: National Science Education Standards
- Bloom's Taxonomy, verbs for writing science objectives
- Bloom's
digital taxonomy
- How to prepare a lesson plan
- Suggested lesson plan format for science lessons
- Designing a Unit Plan
- Other tools for planning lessons: uBd, The 5E learning cycle model
- Differentiated instruction in Science
- Differentiated instruction for science
Class Activities:
- Catch up
- Here
is your big chance! (Do this outside of class)
- Comparison of two lessons (Please do this outside of
class and post your answers and feedback on the
discussion board)
- "Are Women Stronger Than Men?" (Liem, 1992, p. 326)
- Brief discussion of the importance of gender and ethnicity and science teaching
- What is inquiry? Frequently Asked Questions about inquiry
- Overview of lesson planning (View these screencasts outside of class)
- Cooperative learning activity: The Thingamajig
- Meet with your group to plan for Assignment #2 (Minilesson). Your group should post a lesson plan using the lesson plan format for your minilesson on the Discussion Board in BlackBoard by 9/21/2011. Your group will teach your mini-lesson on 9/22/2011.
- Exploring the "Invisible Web" - Visit to the QC library (We will leave by 5:45 pm) 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. We will proceed to Room 223 where you will be able to leave your bags, etc. 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
Animals in the classroom , Laboratory science , Safety and School Science Instruction ,
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:
- Minilesson 1 - Group microteaching
- Discuss the Gender
and the Science Classroom Quiz
- In small groups, brainstorm ideas for linking science topics in your area of science with different cultures
The Mystery Object ! More info on the "Mystery Object "
Assigned reading and viewing:
- View "Investigating Crickets " from "Teaching High School Science"
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 6 – 10/6/2011 - How do students learn science?
Science news:
- Give out Science Moodle accounts
- Moodle is a free,
open source, Learning Management System that we will use
for some online activities. We will be using
Science Moodle and it is located here: http://tinyurl.com/qcmoodle
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:
- An example of Problem-Based Learning: An Interesting exercise - "Hot headed moles in Antarctica" - followup
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 ) guildford, Concept mapping , advance organizers Wait time , questioning techniques
Assigned reading and viewing:
- View "Exploring Mars " from "Teaching High School Science"
Assignment 2 due - Minilesson 1 - Group microteaching
Week 7 – 10/13/2011 – Traditional and Alternative Assessment in Science1) Science news, reminders, questions and answers
Finish last week's activities:
- Tonight's visitor
- More info
- 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
- Introduction to assessment
- Constructing
a test
- Validity and reliability
- Item analysis
- Bias
- Assignment #8 overview
4) Skim the following:
- NSTA's position paper on assessment
- How
to write better tests: A handbook for improving test
construction skills
- How
to create tests for my students.
- Characteristics of standardized tests - validity and reliability
- item analysis
- Objective tests, design of traditional paper and pencil tests
- Item analysis
- Item response theory
- Testbias
- K-12 testing fact sheets
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?
Read Chapter 9 Assessment of Student Learning
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- Bacteria as computers
- Facebook and the brain
- Albino cyclops shark
- animals
shrinking due to climate change?
- Nobel Winners
Discuss alternative assessment
What not to do in the lab ...
Activity 1 - Share science safety stories. Post on the Discussion Board in BlackBoard.
- Discuss the great
rubber stopper dilemma - a
- List general safety hazards
- List possible hazards in a Physics lab
- List possible hazards in a Chemistry lab
- List possible hazards in a Biology lab
- List possible hazards in an Earth Science lab
- For each of the above lists, describe how you would prevent accidents
- View the Flinn Safety video for teachers
- Take
the whole Flinn safety course here
- Chemical safety/
- Click on the link to request a
Flinn catalog
- List three chemicals you might use in your science area of certification.
- Look up the MSDS
sheet for each chemical and answer the following questions
on the Discussion board:
- What precautions are needed to use this chemical?
- How would you clean up a spill?
- Any other important information.
Begin working on the Assignment 5a during class
Activity 5 - Ethical and legal obligations of science teachers - Read the following:
- NSTA
Position Statement: Liability of Science Educators for
Laboratory Safety
- Safety
and School Science Instruction
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.
- Hints
- Check out the NSTA Portal - Safety in the Science Classroom, and
- NYC DOE Science Safety Manual Grades K-12
- NYC DOE Science Safety Manual Grades K-12 (You should read this entire manual before beginning student teaching. If you have questions, ask.)
- Chemistry teachers read the NYC DOE Chemical Hygiene Plan
- Other
useful safety information from the NYC DOE
- Dissection
Safety
- Case Studies , Ethics case
School chemistry laboratory safety guide
Lab safety institute
- NSTA Position
statements:
Assigned reading and viewing:
- Read Chapter 16 - The Laboratory and Demonstrations
- View "The Physics of Optics" from "Teaching High School Science"
Week 9 –
10/27/2011 – Use of Technology in Science
Teaching and Learning
- Click here to complete a short technology survey
- Science news!
- Finish safety discussion, view Flinn safety video
- Brainstorm ideas for Halloween science activities and post on the discussion board in BlackBoard. Check out the Halloween Science link for more information.
- How computers work -
simplified
- NSTA Position Statement:
- Teaching Science and Technology in the Context of Societal and Personal Issues
- The Smartboard - an example of a potentially powerful technology tool - Demonstration of Smartboard use in Science Teaching and learning
- Take the educational
technology
poll
- What are the different ways that technology can be used in
science teaching?
- Discuss the use and misuse of technology in science
teaching and learning.
- List good and bad examples of technology use in science teaching.
- For each of the tools listed below (you can use webopedia.com to learn more about each tool), describe how you might use each one in your science teaching:
- image editing software, example
- sound editing software, example
- presentation software, example
- a webquest, example
- drawing software, example
- a blog, create a blog, example
- tumblr, http://www.tumblr.com
- a wiki, create a wiki, example
- a website, create a
website, example
- twitter, start a twitter account, example
- video, example
- podcasts, example
- simulations, example
- multimedia development, scratch, squeak
- micro-computer based labs, example
- Google apps such as Google docs, groups, etc.
- Open source software, example
- Web 2.0 apps, example
- iPhone or Android apps
- learning management system, example
- web conferencing, example
- a computational knowledge engine, example
- virtual worlds, example
- List creative ways of using a Smartboard to teach topics in your area of science
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.
- What tools are needed?
- What skills does the teacher need?
- What skills and knowedge do the students need?
- How do online science courses compare to face to face courses?
- What are the differences between online science course,
face to face science courses, blended/hybrid science
courses, and web-enhanced courses?
Links to explore:
- merlot.org (sign up for a free account)
- Educational technology
- Fromnowon.org
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
- Introducting Inquiry and the Nature of Science activity (We will do Activity 1 on page 77 of the pdf, the actual page number is page 66)
- Small group discussion of the following topics:
- Unifying concepts
- Definition?
- Provide examples
- Ways of knowing
- How is science different from technology,
engineering, mathematics, medicine, art and religion?
- What is pseudoscience? What are some examples?
- Methods of inquiry
- Read the following:
- What is inquiry?
- Give examples from the different science disciplines
- Begin work on the Assignment 10
(Contextual Content Mini-Portfolio)
- This week in science
- a famous scientist's birthday, guess who?
- Three new elements!
- Xenophyophores oh my!
- world's first computer and programmer?
- Is technology returning us to Stone Age thinking?
- open source software found in some strange places..
- We dodged the bullet ..
- Here's an image ...
- Do a barrel roll and Easter eggs ...
- Irish science ...
- Fighting crickets ...
- Crickets and temperature - Dolbear's law
- Reminders
- Microteaching
- Exploring models using hands-on inquiry kits
- Work in small groups and
post your answers on the discussion board in BlackBoard
- Pick a kit
- Build a model
- Explain how the model is similar and different from the real phenomenon
- How might you adapt
or use this in your subject
- Review week 10 topics
- Unifying concepts:
- Systems, order, and organization.
- Evidence, models, and explanation.
- Change, constancy, and measurement.
- Evolution and equilibrium.
- Form and function.
- Science as a way of knowing
- It must be tested by experimentation and observation of the natural world.
- It must be falsifiable (i.e. experiments must exist that could prove it false).
- It cannot be proven, only confirmed or disconfirmed.
- It is subject to revision and change.
- http://www.nsta.org/about/positions/natureofscience.aspx
- Methods of
inquiry
- Fundamental Abilities Necessary to Do Scientific Inquiry
- Identify questions that can be answered through scientific investigations.
- Design and conduct a scientific investigation.
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Recognize and analyze alternative explanations and predictions.
- Use mathematics in all aspects of scientific inquiry.
- Fundamental Understandings about Scientific Inquiry
- Different kinds of questions suggest different kinds of scientific investigations.
- Current scientific knowledge and understanding guide scientific investigations.
- Mathematics is important in all aspects of scientific inquiry.
- Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations.
- Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories.
- Science advances through legitimate skepticism.
- Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data
- Important Science, Technology, Society issues
Assignment 6 due: Lesson plan for Individual Minilesson 2 due (for those teaching tonight)
Week 13 –
11/22/2011 - Minilesson
2 - Individual Microteaching continued (IMPORTANT: WE MEET ON TUESDAY
THIS WEEK AS TUESDAY FOLLOWS THE THURSDAY SCHEDULE)
6:40pm to
7:10pm - QC NSTA Student Chapter Meeting in Kiely 115
Assignment 6 due:
Lesson plan for Individual Minilesson 2 due
Assignment 10 due
Assignment 5b - Safety exam due
Assignment 9 is due during March 2010 although you can hand it in earlier.
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:
-
Classroom management during science lessons/Reading in
science and NSTA Student Chapter/Club meeting 6:30 to 7pm
Activities:
- 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
- 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
- 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
- Assignment 7 due: Unit plan with assessment
- Fieldwork Assignment due - submission of fieldwork
journal, 3 observation reports and related journal entries,
and fieldwork sign in sheet
- NSTA Student Club meeting 6:30pm to 7pm
-
Controversial issues in 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.htmlEvolution related activities
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 "
Attendance is mandatory.
Please complete the course evaluation before
the last week
E. ASSIGNMENTS, DUE DATES, AND GRADING PLAN
- Post a copy on the Discussion Board in BlackBoard
- Submit an electronic version (a Word document) using the Assignments link in BlackBoard. I will show how to do this in class.
- Upload your document to docs.google.com and share it with qcscied@gmail.com
Procedure for submitting assignments:
1) All assignments that include text:
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- 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.
- Science Education Journals
- Science Education books in the QC library
- Information on microteaching
- Information on lesson planning
- Science lesson plan format
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 -
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.
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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