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Brian's Class Materials- FALL 2012 - SEYS 562
SEYS 562 Home
Queens College/CUNY
Education Unit

Fall 2012

SEYS 562 
Section:  2665
Methods of Teaching Science in Middle School and High School
 Thursday 4:30 pm to 7:00 pm
Kiely Hall Room 115

Please complete the course evaluation before the last week

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Brian Murfin, Ph.D.,
Office:  Powdermaker Hall Room 135C,
Office Hours: 
Tuesday 3:00 pm to 5:00 pm
Thursday 2:00 pm to 4:00 pm
And by appointment

Please send me email to to arrange an online appointment using either:
Phone:  (631) 223-8311
If I am online, I will be be glad to answer your questions.  Type your  name and your question in the chat box below. 

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 536, 700 and 552. 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.

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.
     1.  Textbook (required):       2.  Textbook (recommended) (Copies of these should all be in the QC library):       3.  Supplies and/or tools: None
Please note:  We will visit the American Museum of Natural History on a Saturday/Sunday (dates to determined) from 10am to Noon to see the Creatures of Light exhibit. 

Week 1 – 8/30/2012 -  Meet with ICE Supervisors, Overview of course, goals, requirements, field experience and field experience journal

Play the famous scientist game

  • Overview of ICE
  • Meet with your ICE supervisors
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 during 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)
Week 2 – 9/6/2012 – Gender, Ethnicity, Racism and Science Teaching and Learning/The Nature of Science - Exploring the "Invisible Web"
Discussion: Activities:
Useful websites:
Gender and Science
Diversity, Multicultural Science
Disabilities and Science Teaching and Learning
Nature of Science
Assigned reading and viewing:
Week 3 – 9/13/2012 –  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:
Assigned reading and viewing:
Week 4 – 9/20/2012 –  Assignment #2 - Minilesson 1 - Group microteaching (2 to 4 students teach a ten minute lesson to the class)
Today's activities:
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 – 9/27/2012 – Complete Assignment #2 - Minilesson 1 - Group microteaching (2 to 4 students teach a ten minute lesson to the class)

Today's activities:

Week 6 – 10/4/2012 - How do students learn science?

Science news:

Start thinking about ideas for "Science and Fall," "Halloween Science," and "Thanksgiving Science"

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)
In-class activities:
Activity 1: Problem-Based Learning Activity 2 - 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) (Liem, p. 253)

Activity 3Conservation of volume demonstration

Activity 4 - How would you teach students how to use a microscope?

Activity 5:  Discrepant events, misconceptions, inquiry
The Magic Cup (more info) (Liem, p. 11) The Incredible Can Crusher (Liem, p. 16)
egg in a bottle (Liem p. 30)
Activity 6 - 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.
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:

Activity 7
- Login to Science Moodle and complete the learning theory activity

(Please complete activities 8 through 11 outside of class.  We will discuss them next week.)
Activity 8 - Try the Learning Modalities questionnaire and
Activity 9 - Student learning strengths inventory
Activity 10 - Watch The Learning Classroom: Theory Into Practice
Activity 11 - 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:

Week 7 – 10/11/2012 – Traditional and Alternative Assessment in Science

1) Science news, reminders, questions and answers

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

Week 8 – 10/18/2012 –  Safety in the Science lab, ethical and legal issues in science education, care of organisms


Discuss Science news
Review main points of traditional assessment
Discuss alternative assessment
View and discuss the following safety video

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:

Week 9 – 10/25/2012 –   Use of Technology in Science Teaching and Learning (Class is ONLINE this week.  We will not meet face to face on campus this week.  Please complete the tasks below at your own time and convenience before Week 10)


Field trip site:  American Museum of Natural History

Date for field trip:  Saturday 11/27 OR Sunday 11/28  from 10am to Noon. 

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

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
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.

Week 10 – 11/1/2012 –  Class was not held due to Hurricane Sandy

Assignment #4 due

Week 11 – 11/8/2012 – Unifying concepts, ways of knowing, methods of inquiry, and important Science, Technology, Society issues. examples from the different science disciplines
  1. Unifying concepts
    • Definition?
    • Provide examples
  2. Ways of knowing
    • How is science different from technology, engineering, mathematics, medicine, art and religion?
    • What is pseudoscience?  What are some examples?
  3. Methods of inquiry
Begin work on the Assignment 10 (Contextual Content Mini-Portfolio)
Week 12 – 11/15/2012 - Minilesson 2 - Individual Microteaching begins

Science news:
Assignment #4 due

Assignment #5a due

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

Assignment 8 due


Week 14 – 11/29/2012 - Minilesson 2 -  individual microteaching

Science news:

Useful technology links:

Education news:

Week 15 – 12/6/2012 – Finish Minilesson 2 - Microteaching

Science news:
  • 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:
Useful Links:

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


Assignment 7 due

Week 16 - 12/13/2012 - Reading Day -
Discuss Controversial Issues in Science and Science Education

Activities to be completed online.  Please post your responses on the discussion board in Blackboard.:

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

A great video on the topic of Creationism, Intelligent Design, and Evolution is called "Flock of Dodos".

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

Evolution related activities

Useful websites:

Week 17 – 12/20/2012– Finish Microteaching, Making science learning fun.

(Class will meet from 4pm to 6pm)

Attendance is mandatory.

Please complete the course evaluation before the last week


Assignment Description Instructions How to Submit Scoring Guidelines Due
Possible Points
Assignment 1 – Review of a science education research article from the Journal of Research in Science Teaching (JRST)
1 instructions
How to submit
Assignment 1
Scoring guidelines
Week 4
Assignment 2 –  Minilesson 1 - Group Microteaching, lesson plan Assignment 
2 instructions
How to submit
Assignment 2
Scoring guidelines

Week 4 9/20/2012
Assignment 4 –  Exemplary science web resources - "A bit of Merlot" Assignment 
4 instructions
How to submit Assignment
Scoring guidelines
Week 12

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

Assignment 5a Instructions
How to submit

Scoring guidelines

Week 12

Assignment 5b  – 

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

5b instructions
How to submit Assignment
Scoring guidelines
TBA 20

Assignment 6 – Minilesson 2 - Individual Microteaching, lesson plan

Assignment 6  instructions How to submit

Assignment 6
Scoring guidelines
Weeks 12, 14, 15
Assignment 7 - Unit Plan including assessment Assignment 7  instructions How to submit Assignment 7
Scoring guidelines
Week 15
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


Assignment 10 Contextual Content Mini-Portfollio

Assignment 10 Instructions
How to submit
Assignment 10 Scoring guidelines

Week 13

Fieldwork Fieldwork  instructions How to submit Fieldwork
Scoring guidelines
Week 15
Participation – Active participation in all class activities.  Participation
Not applicable
Entire semester 10

Please note:  There are no Assignments #3 or #9


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 30 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 - 12/6/2012

    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 using the Assignments link in BlackBoard.
    • Copy and paste your observation report and related journal entries into a Google document.  Share the document with
    • 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.

    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: 

     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: or to

    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.


    Students are required to request permission from the instructor if they wish 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:


    • 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.
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