Fall 2007 A. COURSE DESCRIPTION
This 3-credit graduate course is designed for science teachers who teach secondary level regents science and/or science programs in grades 7-12. It is intended to give practicing teachers the opportunity to examine, revise and create science investigations, demonstrations, laboratory experiments and alternative forms of assessment for secondary students using constructivist principles to guide the process. The central goals are to teach science teachers how to design curricula that enhance students’ science investigative and critical thinking skills. As a product of the course, each teacher will create a portfolio that will include a school science project that incorporates alternative assessment, laboratory experiments and demonstrations that target the abilities of a diverse population of middle and high school students.

Conceptual Framework: Queens College Principles for Educator Preparation 

This course is being offered by the Secondary Science Education Program in the Department of Secondary Education 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 developing competencies in all teacher preparation and other education professional candidates that will enable them to:

• Hold high expectations for all learners,
• Work as change agents to promote equity and social justice,
• Foster nurturing and challenging democratic learning communities, and
• Respect and honor diversity.

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
By the end of the course, science teachers will be able to:
1. Evaluate the quality of science demonstrations and laboratory experiences that promote critical thinking and align with a program’s curriculum standards.
2. Perform science demonstrations that have the potential to enhance enquiry and promote scientific thinking process skills and align with a program’s curriculum standards.
3. Create, design and implement science demonstrations and student activities that promote critical thinking that require students to use science process skills to seek answers to explain science phenomena.
4. Assess science-related process skills employing performance-based rubrics that require all students to demonstrate their understanding of science and align with a program’s curriculum standards.

C. OPTIONAL AND RECOMMENDED PURCHASES: TEXTBOOK(S) AND SUPPLIES

1. Textbook (optional): Trowbridge, L. and R. Bybee. (Latest edition). Teaching Secondary School Science – Strategies for Developing Scientific Literacy, Englewood Cliffs, N.J.: Merrill.
2. Supplementary Resources: Rosenthal Library – Reserve - SEYS 767.3 1st fl. & Science curriculum materials – Education- 3rd fl.
3. Resource book (recommended): Tik L.Liem. (1989). Invitations to science inquiry. El Cajon, CA : Science Inquiry Enterprises.

D. COURSE TOPICS/UNITS/READINGS AND DATES

WEEKLY TENTATIVE SCHEDULE

Optional Reading assignments: Teaching Secondary School Science – Trowbridge & Bybee
The reading assignments are scheduled below. A separate schedule for weekly presentations will be distributed after the first week.*

Week 1 – 8/30/07 - Overview and introduction.  Introduction to the Scitek Cart.  

• Introductions
• Complete teaching experience form
• Form project teams of 2 to 4 persons
• Brainstorm ideas for Worldchanging projects

• Read Chap. 4
• Talk to AP and learn the long and short-range goals, units of your school program.
• Complete course Pre-survey on BlackBoard
• Post names of project team members on the discussion board in BlackBoard
• Post possible ideas for projects on the discussion board in BlackBoard
• Bring in an example of an exceptionally good or poor student activity/lab experiment for discussion next week.
• Visit the Iron Science Teacher web site (http://www.exploratorium.edu/iron_science/index.php) to see some creative, hands-on, inquiry science activities that use everyday materials

Week 2 – 9/6/07 -   What is the nature of science? Inquiry? Assessment? What are the characteristics of the science program in your school?

• Present examples of exceptionally good or poor student activity/lab experiments. Please explain the reasons for your choice.
• Decide on project topics and post short description of your project along with ideas for activities, demos, and alternative assessment
• Visit library as a class and explore science curriculum materials
• Project planning time

Week 3 – 9/13/07 - NO CLASS

Week 4 – 9/20/07 - Investigation and Problem Solving – Chap. 12

• Project planning time
• Individual Presentations #1 - Outdoor science activities (Please be prepared for the weather)

Week 5 - 9/27/07 - TBA

• Project planning time
• Individual Presentations #1 - Outdoor science activities (Please be prepared for the weather)

Week 6 – 10/4/07 - Demonstration and Laboratory Work – Chap. 7

• Project planning time
• Individual Presentations #2 - Web-based resources

Week 7 – 10/11/07 - New Models for Assessment – Chap. 18

• Project planning time
• Individual Presentations #2 - Web-based resources

Week 8 - 10/18/07 - Online Class - The Psychological Basis for Effective Science Teaching – Chap. 19

• Individual Presentations #2 - Web-based resources
• Progress reports from project teams

Week 9 – 10/25/07 - CLASS IS CANCELED - Individual and Cultural Differences in Science Classrooms – Chap. 20

• Project planning time
• Individual Presentations #3 - Activity related to gender and science or multicultural science

Week 10 – 11/1/07 - Continuation of individual and cultural differences

• Project planning time
• Individual Presentations #3 - Activity related to gender and science or multicultural science

Week 11 – 11/8/07 - Safety and Classroom Management in Science Classrooms – Chap. 21

• Project planning time
• Individual Presentations #3 - Activity related to gender and science or multicultural science

Week 12 – 11/15/07 - Misconceptions, Preconceptions and science learning

• Project planning time
• Individual Presentations #4 - Laboratory experiment/demonstration 

Week 13 – 11/20/07 – NO CLASS on 11/22 - Thanksgiving Recess

Week 14 – 11/29/07 - Technology in Science Teaching and Learning – Chap. 22

• Individual Presentations #4 - Laboratory experiment/demonstration

Week 15 - 12/6/07 -   Online lesson - Teaching and learning science in virtual learning environments

Week 16 - 12/13/07  -

Class activities:

• Individual Presentations #4 - Laboratory experiment/demonstration (Schedule for remaining indivdiual presentations)
• Begin Worldchanging project presentations (Schedule for project presentations)

Week 17 - 12/20/07 - IMPORTANT:  WE WILL MEET FROM 6:15PM TO 8:15PM Finals week - Worldchanging project presentations

* Each teacher will be given four opportunities (approx. 10 minute sessions) to share instructional ideas with peers during the semester. At each meeting, designated teachers will present one or more science activities, demonstrations or lab experiments (hands-on demonstrations). The presentations will be followed by analysis and discussion. It is anticipated that both the performance and reflective aspect of this course will hone science teachers’ professional skills in identifying inquiry-based, problem-solving student-centered activities and teacher demos in the science classroom. Presentations should be accompanied by appropriate handouts . Your Project Portfolio is due when you present at the end of the semester. Please post update on your project on the discussion board in BlackBoard during Week 8. Two copies of your portfolio are due finals week.  Your portfolio consists of a report on your Worldchanging project including sample activities, alternative assessment tools and results, and samples of student work.  One copy of your portfolio will be returned. All assignments should also be submitted using the Digital Dropbox and discussion board in BlackBoard.

E. ASSIGNMENTS, DUE DATES AND GRADING PLAN

Evaluation: Grades will be based on the following criteria:


Grades will be based on the following assignments:

• Individual presentation #1 = Outdoor science activity
• Individual presentation #2 = Web-based resources, e.g. use of a resource from merlot.org, use of online databases, interactive applets, virtual learning environments, simulations, etc.
• Individual presentation #3 = Laboratory experiment/demonstration using resources from the Scitek cart
• Individual presentation #4 = Activity related to gender and science, or multicultural science

• It must be a science project that involves teachers and their students.
• It should be linked to a Regents science curriculum or 7-9th grade science curriculum.
• It should offer opportunities for students to learn how to use science to improve some aspect of our world.
• It should include sample activities in the specified format.
• It should include the use of alternative assessment, along with scoring guidelines (rubrics) and sample data.
• Samples of student work

1. Form team, exchange contact information.
2. Brainstorm and decide on project theme. Consult http://worldchanging.com for ideas.
3. Decide on goals of the project.
4. Each team member should come up with at least three inquiry centered labs or student-centered inquiry activities, and three teacher demos requiring students to use critical process skills, or three additional student centered inquiry activities. These activities should be tested and evaluated in each team member's school.
5. The team should come up with an alternative assessment plan for the project.
6. Each team member should include samples of activities, demos, and assessment, along with data and student work samples in their individual portfolio.

• The activities must promote active (observable) student engagement in the learning process and assessment based on observable performance results. You may focus your portfolio on one or more of the challenges cited in the readings.

F.  FIELDWORK REQUIREMENTS

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: Pratik Patel, Special Services Office; 171 Kiely Hall; 718-997-5870 (8:00 a.m. to 5:00 p.m.). E-mail address: pratik_patel@qc.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.

Individual Presentations will begin September 13, 2007. The schedule will be posted on the web site and also in BlackBoard before Week 2.