Theory and Research in Teaching
Secondary School Science
SED 625SC
Instructor: Mike
G. Rivas, Ph.D.
Classroom: ED
1130
Class Time: Wed. 7:00 PM – 9:50 PM
Telephone: Office 818.677.6792
Cell 818.355.0013
E-mail: mike.rivas@csun.edu
Office Hours: Tue. 3-4 p.m., Wed. 7 -8 p.m., and by
appointment
ED 2115A Student lab code 0538845
Required Texts
á Buckingham,
Marcus, Clifton, Donald, O. (2001).
Now, Discover Your Strengths.
The Free Press. (must be new)
Recommended Texts
á
American Psychological Association. 2001. Publication Manual of the American Psychological Association
(5th edition). Washington, D.C.:
American Psychological Association.
You can also use APA format at
www.apastyle.org
á Science
California Academic Content Standards.
(Download at http:/www.cde.ca.gov if
needed)
CONCEPTUAL
FRAMEWORK
The faculty of
the Michael D. Eisner College of Education, regionally focused and nationally
recognized, is committed to Excellence
through Innovation.
We believe excellence includes the acquisition of professional
knowledge, skills, and dispositions and is demonstrated by the growth and
renewal of ethical and caring professionals - faculty, staff, candidates - and
those they serve. Innovation
occurs through collaborative partnerships among communities of diverse learners
who engage in creative and reflective thinking. To this end we continually strive to achieve the following
competencies and values that form the foundation of the Conceptual Framework.
Attendance
and participation are crucial components of this course. Ideas presented in class by the
instructor and your colleagues need to be heard and critiqued for individual
and collective growth to take place.
If you will be absent, it is your responsibility to make prior contact
me.
Assignments
are due at the time designated on WebCT.
Late work will not be accepted though the professor reserves the right
to make individual decisions based on extenuating circumstances so that some
credit can be earned. As a
developed practice, the professor will hold off making a final determination
regarding the specific issue until the end of class when a track record or
pattern of behavior can be ascertained.
That record will help determine whether the work will be accepted.
Cheating
or plagiarism on a test or other assignment will result in automatic failure on
that specific item and possible failure in the course. In addition, there will be a referral
to the Academic Ethics Committee.
Never forget that character counts in the Big
Professional Expectations
As a student in a graduate class, you are expected to exhibit the behaviors of professional educators and professional students. This includes active and positive participation in class. Students are expected to treat their fellow students, the faculty, and guests with respect and courtesy. This also relates to the use of cell phones, pagers, computers, and other electronic devices. Class should only be interrupted by emergencies.
Game!
Communication
Email is the
best means of communication on campus.
Please check your CSUN account regularly (you can have it forwarded to
another account if desired).
Though email is quite effective, please do not think we will get an
instant response, especially over the weekend. I will attempt to get back to you within 48-72 hours or
sooner.
Instructional Philosophy and Course Overview
This course will examine the present status, recent
developments, and current trends in science education. Emphasis will be given
to the identification and evaluation of concepts resulting from recent research
for inclusion in the secondary school science program. Consideration will be
given to research studies dealing with the rationale and structure of
significant new approaches to science teaching.
1.
REFLECTIVE PRACTICE by critically examining their subject knowledge,
pedagogical content knowledge, and pedagogical skills to improve their diverse
studentsÕ learning;
2.
THEORETICAL UNDERSTANDING by reading, synthesizing, and evaluating
educational theory and research in their field and applying research findings
to their practice in diverse classroom settings;
4.
EDUCATIONAL AWARENESS by knowing current discipline-based and current
general educational issues and how those impact schools; and
1. You are expected to come to class prepared to discuss topics critically, having finished all reading, writing, and group assignments before class.
2. You are expected to become part of a community of lifelong learners: to express ideas clearly, to help those in need, and to ask questions when in doubt.
3. You are to show respect to the learning community and to value your classmates. We challenge ideas not people.
4.
The goal of education is to learn to think and this class will provide
opportunities to continue on that journey.
This is your first course in the MA in Science Education program. During this course, we will work on enhancing your ability to analyze research through the examination of key issues related to teaching and learning in the secondary science classroom. You will be given the freedom in this course to choose topics of interest related to the teaching and learning of science. Each assignment is planned to insure breadth in your readings and for the explicit purpose of preparing you to read, write, and think as a graduate student. APA style formatting will be used throughout the course to improve your ability to write as a merging scholar and prepare you to publish your action research.
This
course includes class participation and quizzes (as needed), short papers,
panel work, current events, etc. All
assignments must be typed, double-spaced
and submitted on WebCT at the appropriate due date. Each assignment or set
of assignments is worth the listed points. Grade will be determined by points earned/points
possible. Distribution is as
follows:
1. Class participation and quizzes 10 pts.
2. Issue Paper 20 pts.
3. Group Panel 20 pts.
4. Conference Paper 20 pts.
5. Current Topics (4 @10) 40 pts.
6. Final Project 20 pts.
A
= Outstanding The grade of ÒAÓ is reserved for
those students whose performance is truly
outstanding. Performance
reflects an outstanding level of competency attainment -- including critical
analyses, information syntheses, and application of theory and research to
practice. Projects and exams are
comprehensive, thoughtful, well organized, and clearly written.
B
= Average Performance surpasses a basic level of
competency attainment, understanding, and skill, and indicates an ability to
integrate and apply information.
C
= Below average Performance meets expectations for a basic level of
competency attainment and understanding.
C-
or Below = Unsatisfactory. Performance does not meet expectations
for a basic level of competency attainment and understanding.
Class participation and quizzes
As
mentioned previously, your participation is vital for the success of the class.
You will be asked to help determine your participation grade during the
semester through self reflection supported by evidence. This will give you the opportunity to
make adjustments as needed.
Quizzes will only be used if necessary and will be averaged in at the
end. I do not expect to need them,
but I must be prepared in order for us to reach our goals.
You will write a short paper in this class. It will be an analysis/critique paper that will be 4-6 pages. During the course, you will be exposed to many current, and sometimes, controversial issues that may ignite a certain interest within you. You will be allowed to choose the topic and do additional research in order to satisfy the desire to know more. The topic must be approved by the professor in advance (Week 11) or will not be accepted. Use of a minimum of 6 outside sources with appropriate citation is required. It must follow APA format www.apastyle.org.
You
will be participating in a group panel that will debate a predetermined
issue. The professor will place
you on these panels and assign topics and dates. Each panel member will be responsible for writing an
informational, 2-page position paper on the topic and the group will be
responsible for conducting an educating activity that reflects advance
thought. You may use this paper or
any notes during your interaction with the class, but do not read your
presentation. Use of a minimum of
two outside sources is mandatory for outstanding work. You will be graded on the paper and
your part in the debate. Do not
forget we value people and challenge ideas! Expect an active exchange of ideas. For some of you to be successful in
this activity, you will have to move outside your comfort zone. That is okay; I have never had a
student become dysfunctional because of that. Remember to make this activity concise and
engaging...everyone in the class will appreciate it. The purpose of this activity is to expose you to a range of
issues related to teaching and increase your ability to articulate your
thoughts orally and in writing.
The panel topics are listed below by number. The bold words
are the key concept being addressed.
The actual phrasing of the sentence may change after class
discussion. Each side must
provide me with a supporting article for your colleagues to read one week ahead
of time so that I can post it on WebCT.
Panel Topics
1. Inquiry
is the most effect way to teach
science.
2. Differentiated
instruction is the most successful way to teach secondary science.
3. Reflective
teaching practice is the most powerful tool to improve teaching and
learning.
4.Student
collaboration is the most effective way students learn.
Time frame of debate
Introduction 2-3
minutes each side
Body 6-9
minutes each side
Q&A 10-12
minutes Class
Close 2-3
minutes each side
You are required to write 4 responses to
current topics. The first will be
on any topic in secondary science education and can come from any common source
such as daily newspapers and weekly magazines. The final three articles will be original research
reporting articles from current, respected periodicals, which deal with
specific, predetermined topics in secondary education. Appropriate sources are journals like Science Education, Journal of Science
Teacher Education, Journal of Research
in Science Teaching, and The Science
Teacher. As with all your
work, you will use APA style and the 2-page response will be submitted on
WebCT. This response should
include a brief summary, analysis of the research conducted (i.e.
analysis would include the strengths and weaknesses of the research protocol,
how research was conducted), and reflection (your thoughts on the
content/findings relating to its usefulness to you as an science educator) of
the article. The analysis and
personal reflection should constitute the majority of the response. This activity is designed to increase
your ability to recognize and conduct quality research. It will also improve your level of
discernment and thus make you a wiser consumer of educational research. You will also be building a literature review base.
Conference
Attendance and Reflection
You will attend a science conference for science teachers during this semester. Based on that attendance, you will submit a two-page analysis of a specific presentation you attended. The analysis will include a brief summary, an evaluation of the research (strengths, weaknesses, and suggestions), and a personal application response. Include a copy of the paper presented if it is available.
Project
You
will videotape yourself teaching and write a reflection where you describe what
is taking place and then analyze the effectiveness of your teaching. In the analysis, I want you to answer
the questions, ÒAre students learning during this teaching segment and what evidence
do you have of their learningÓ and then reflect on the experience of
videotaping yourself. The
reflection is an opportunity to synthesize ideas from the class and to consider
your teaching strengths, explore what you might do differently, and discuss how
you might use your current understanding of studentsÕ learning to plan future
lessons.
Course Topics (Tentative), Assignments, and Readings
Week 1 8/27 Topic: Community
Building/Class and Program Intro/Syllabus/Panel
Selection
Week 2 9/3 Topic: Classroom
Community/Library
Assignment: Find CTs and Panel sources
Week 3 9/10 Topic: Nature
of Science Activity/Faculty Intro Assignment: CT #1
Reading: Self-Fulfilling
Prophecy (WebCT)
Week4 9/17 Topic: Nature
of Science/Faculty Intro/APA Assignment:
Reading: Article
AAAS- Chp. 1
Week 5 9/24 Topic: Student
Strengths, Part I/APA Assignment: Panel #1
Reading:
NDS
- Chps. 1-3
Week 6 10/1 Topic: Student
Strengths, Part II/APA
Assignment: Take Internet Survey, CT# 2
Reading: NDS
- Chps. 5-7
Week 7 10/8 Topic: Misconceptions
in Science
Assignment: Panel # 2
Reading: Gardner
– Unschooled Mind
Article
McComas- Myths
Week 8 10/15 Topic: How
People Learn, Part I, Assignment: CE # 3, Jig Saw Prep
Reading: HPL Assigned Chapter
Week 9 10/22 Topic: How
People Learn, Part II
Assignment: Panel # 3, Jig Saw Prep
Reading: HPL
Assigned Chapter
Week 10 10/29 Topic: CSTA
Conference http://www.cascience.org/conference.html
Week 11 11/5 Topic: Gender
Learning Differences , Part I, Conference
Discussion
Assignment: Issue
Paper Topic, CE #4
Reading: Gurian
- Chps. 1-2
Week 12 11/12 Topic: Gender
Learning Differences, Part II
Assignment: Panel
# 4, Conference Reflection
Reading: Gurian
- Chps. 5-6
Week 13 11/19 Topic: Lesson
Design in Science Teaching (Video)
Assignment: Video
Reflection, Panel #5 (if needed)
Reading:
Week 14 11/26 Thanksgiving Reflection
Week 15 12/3 Topic: Paper
Presentations (cont. next week if needed)
Assignment: Issue
Paper
Week 16 12/10 Topic: Video
Viewing and Discussion