Area of Teacher Education
College of Education
COURSE SYLLABUS
COURSE TITLE: Science in the Elementary School CREDIT HOURS: 3 sem. hours
PROGRAM: Elementary Education COURSE NO: CEE 515
A. Course Description: Methods and materials of elementary school science and selected science topics.
B. Prerequisites:
Advanced graduate standing.
Undergraduate science methods course.
Dennis W. Sunal,
Office 302C Graves Hall,
The University of Alabama,
Box 870231,
Tuscaloosa, AL 35487-0231
Phone 205-348-7010, FAX 205-348-6782,
dsunal@bamaed.ua.edu,
http://bamaed.ua.edu/sciteach
I. Purpose and Objectives
To facilitate reflective thinking and professional problem solving in participants. The course will be devoted to the enrichment of science teaching in the elementary school through knowledge of science, student learning, and action research and will concern examination of basic issues and interrelationships involved in the effective teaching of science. General course goal: The course content represents an evaluation of effective science teaching and learning for children with emphasis on organizing, translating, and applying findings to the local classroom level.
The basic purposes of the course are to help participants:
b) Acquire skills in analyzing the science program in his/her school for the purpose of identifying problem areas and practices that limit effective science learning and development in children
c) Identify and enhance competency in knowledge and skills of planning and implementing effective constructivist strategies in instructional design and use of instructional technology in elementary science teaching.
c) Review the literature critically for possible solutions offering alternative ideas and practices in science teaching and for science program organization, planning, and evaluation.
d) Identify or develop methods, ideas and materials for enriching science learning in his/her classroom.
The course content will involve the following critical ideas and abilities 1) understand (and enhance) science learning as authentic learning where students create their own meaning and restructure their own preconceived ideas; 2) develop goals, strategies, and methods for teaching the science required for all students in classrooms for the 21st century; 3) understand that authentic assessment of knowledge and critical and creative thinking skills in science is necessary for the development of scientifically literate children and citizens; 4) design and evaluate classroom curricula integrating science through a variety of multidisciplinary strategies, student practical work, and instructional support technologies. Other major areas to be discussed are the nature of science education; historical and philosophical basis for present education practice; and the nature of teacher classroom action research as a necessary and daily function of the professional elementary teacher. The course emphasizes, overall, a strategy of teaching for thinking and meaningful learning, learning which is not rote or aimed at recall. The following questions will serve as guidelines in developing the course inquiry.
Focus Questions
2. What is the origin of children’s ideas about the natural world? What role does the classroom play in the development of knowledge about the natural world?
3. What are the appropriate classroom instructional strategies to bring meaningful science learning about? List a set of criteria to evaluate classrooms using an inquiry approach in elementary science?
4. How does one begin or expand the use an inquiry approach such as the learning cycle in teaching science?
5. What science skills should students learn? How do we best integrate skills and science in lessons?
6. What science content should children learn? How do the school science program and science text materials affect the quality of what and how we teach?
7. What is effective classroom management in "hands on & minds-on" elementary science teaching?
8. What is authentic assessment of science learning? How is this done in a classroom?
9. What is interdisciplinary science learning and teaching?
10. Can all students learn science? What are the appropriate science classroom instructional strategies to bring this about?
11. What are key elements of an effective program in elementary science? List a set of criteria to evaluate a program in elementary science. Describe a scenario of an exemplary model science program.
12.What knowledge and skills does an elementary teacher need in order to teach science effectively? What is an expert teacher of science? How can technology be used to facilitate classroom science learning?
Other important references to access:
2. Friedl, Alfred, (1991). Teaching Science to Children, An Integrated Approach. New York: Random House.
3. McIntyre, Margaret, (1984). Early Childhood and Science. Washington D.C.:National Science Teachers Association (1742 Connecticut Ave. N.W, 20009).
4. National Research Council, (1995). National Science Education Standards. Wash. DC: National Academy Press
5. American Association for the Advancement of Science (1993). Benchmarks for Scientific Literacy, Project 2061, New York: Oxford University Press.
6. American Association for the Advancement of Science (1990). Science for All Americans, New York: Oxford University Press.
7. 3 1/2 inch computer disks for course assignments and sharing professional materials.
9. Access to elementary science classrooms, Internet, email, and professional journals for research.
This methods/projects/seminar course is designed to provide an understanding of state-of-the-art reforms and innovations in elementary science teaching and learning and an opportunity to enhance professional skills in analyzing, testing, and developing effective science teaching and curriculum development.. This will be done through using the diversity of approaches, contexts, and knowledge offered in the classroom, in the virtual reality of technology, action research performed in participants classrooms, and in other settings. The course will integrate the psychological, historical, and philosophical bases for elementary science teaching. Participants are expected to be able to make class contributions based not only on their own judgment and experience, but supported on the basis of the extensive literature.
V. Office Hours: During the course office hours will be held during class breaks, after class, or by appointment at other times.
VI. Course Activities in Meeting Objectives
Completion of the course experience will involve a portfolio documenting (1) an appropriate set of newly developed competencies and skills (science content and science pedagogical knowledge) in elementary science teaching, and (2) a knowledge base involving the production of professional level products and activities.
Requirements for final grade evaluation in this course will be determined through written and orally presented assignments meeting a specific professional criterion level, Pass/Fail (P/F), and a quality level, % grade. To be judged acceptable all assignments must give evidence of a graduate professional level of development, preparation, research, and presentation. This includes evidence of reflective thinking and self analysis, and planning for teaching science for all students in your classroom using state and national guidelines for the 21st century.
The course assignments are specified below. To qualify for a grade, the work for each P/F assignment must be completed satisfactorily. To receive a A, for example, all P/F work specified must be completed in addition to receiving a high quality level, >90%, on the major course assignments. Work submitted or performed is subject to instructor approval. In the event of unsatisfactory P/F assignments, work may be resubmitted the next class session. The assignments described below represent an agreement between participant and instructor in regards to course requirements and experiences. Finally, assignments are negotiable. To make a particular assignment more appropriate to your needs, you are encouraged to propose modifications or substitutions. These changes must be negotiated with the instructor before beginning the assignment and relate to the course objectives.
The course goals will be met through completion of the following activities. All written assignments must be word processed unless notified otherwise.
Major Course Activities
Part B. Other brief special activities, class visitations, field trips, and continuation of course science activities outside of class may be assigned as are appropriate for instruction. These will be graded pass/fail and added to assignment #1a.
2. Readings, discussions, study guides, and exam portfolio:
Complete all assigned common readings and assignments (see schedule list). This category includes successful completion of all instructor and student generated study guides and feedback comments. A cooperative learning group will be formed to review and discuss course readings. You will have some responsibility for helping other members in the group to understand and successfully apply the concepts in the readings to other course experiences and to their classrooms.
In addition to these activities, a specific assignment here will be to read portions of several important resources and to form a "jigsaw cooperative learning group" to more fully understand specific sections. You will then teach this content in depth to your home cooperative group. Sign up for a content group during the first session.
Evaluation of participation, interviews, and written materials by the instructor will be the primary sources of data for this category.
Course Exams: Multiple choice and essay questions will be included. For each essay question develop a written discussion with citations. Include in each question a a) complete and accurate response based on the literature; 2) reflective review and critique of the literature and 3) discussion of implications for your classroom teaching; 4) citation of important sources. These quiz questions should be written in APA style (Publication manual of the American Psychological Association, 4th Edition, 1994). Evaluation of assignment quality, writing style, and completion of the questions by the instructor will be the primary sources of data for this category.
3. Teaching for Science Literacy - Science in daily life: Review the mass media to determine the science literacy required to be a functional consumer in 2000 and beyond. You will be assigned an area to review for students in your class, at their age. Research and collect samples or take notes of examples. Areas include newspapers, television, magazines, food packaging, merchandise instructions (clothes, toys, other), TV news, TV commercials, cartoons, TV programs children watch (take survey of real kids first), radio, cosmetics, technology purchases (sound, video, phone), tobacco and other drugs, automobiles and other powered vehicles, etc. Orally report your conclusions in class Schedule a time with the instructor to present to the class. Write a brief paper describing problem, methodology, results and conclusion. The area and /grade level will be assigned on the first day of class.
4. Exemplary Teaching of Science Episode: This assignment involves planning and demonstrating the use of hands-on science curriculum materials. Using GEMS science materials, select an appropriate unit, identify concepts and inquiry skills and make connections to the National Science Education Standards, plan a representative learning cycle lesson(s) using constructivist guidelines, gather materials, and teach a sample lesson(s) to the graduate class. Following the sample lesson lead a debriefing discussion on 1) how to successfully carry out the GEMS unit, 2) classroom safety concerns, 3) class management considerations, adaptations for ESL students, 4) sample areas where the GEMS unit can be best used in the overall science curriculum 5) designing appropriate assessment, and 6) other considerations.
Select your exemplary teaching episode and arrange for time to be presented to the class. Prepare for any handouts and materials needed to perform the episode.
Evaluation of assignment quality will be through consideration of depth of class participant involvement, learning cycle lesson plan modeling, and breadth and depth of debriefing discussion will be the primary sources of data for this category.
5. Action Research - Teaching for Meaningful Learning - overview: Plan, write, and carry out a science teaching-action research project on a student’s prior knowledge of a key science concept you will be teaching in April, its effect as a barrier to learning science, and a teaching strategy to facilitate learning.
Completion of this action research activity includes several parts. Part 1: A) Learn about action research through reviewing resources and emailing an assigned expert mentor teacher, B) Select an important key science concept to be taught in a science unit in April, 2000. This concept should be one of the key concepts in the National Standards (NSES, 1995 or Benchmarks, 1993) C) Describe the accepted scientific conception. D) Develop a written interview format and rubric scoring format (see ch. 8 & 12 in Sunal and Sunal. 2000) for the student interview you will use. E) Interview 5 or more students on the concept. Take notes on the interviews and put in the appendix. Part 2: F) Look for patterns in the interview statements and describe the science misconception held be students and the evidence leading to this conclusion. G) Discuss implications for classroom. What needs to be done in the classroom to help students resolve the misconceptions in this specific concept? H) Plan a unit which implements your ideas. Part 3: I) Assess the results of the unit, and J) Provide a summary of the action research and a written resource bibliography. Participants are encouraged to take advantage of the opportunity to meet with the instructor and discuss their work in all stages of preparation. Evaluation of assignment quality, written reports, presentation, and completion by the instructor will be the primary sources of data for this category.
5. Part 1: Action Research Plan and Student Interviews: Part 1 of the project will be carried out in several steps. These steps are listed below: All elementary teachers should begin Activity 5, Part 1, item A) only, before the class sessions start. the rest of Part 1 and Parts 2 and 3 will be started at the beginning of the class sessions on site in Asuncion, Py.
A) The action research process will be discussed in a regular email journal format with a mentor teacher and instructor at all stages. There should be weekly or biweekly email chats with your assigned mentor. Between chats specific tasks will be performed by you and discussed during the chat. See chapter 12 activity in Sunal and Sunal text, Science in the Elementary and Middle School (2000) for model interview description. The format of the final product will be a in-progress presentation and a report of the project by email. Orientation to the project will occur at the first two class sessions.
Develop an understanding of action research by reading descriptions of its purpose, use, process, and potential impact. Use the Internet. Try this web address first.
http://archon.educ.kent.edu/Oasis/Pubs/0200-08.htm
Others are
http://carbon.cudenver.edu/~mryder/itc/act_res.html
http://www.phy.nau.edu/~danmac/actionrsch.html
All students should begin Activity 5 and Part 1 A) before the class sessions start:
B) Select an important key science concept to be taught in a science unit in April, 2000. This concept should be one of the key concepts in the National Standards (NSES, 1995 or Benchmarks, 1993) Sign up (email) for approval of a specific science concept with the course instructor.
C) Describe the accepted scientific conception of the key concept selected in B).
D) Develop a written interview format and rubric scoring format (see ch. 8 & 12 in Sunal and Sunal. 2000) for the student interview you will use for the key concept in B).
E) Interview 5 or more students on the concept. Take notes on the interviews and put in the appendix.
5. Part 2 Using Action Research to Plan An Exemplary Teaching Module: Complete the following activities to add to or demonstrate synthesis of knowledge and skills developed in the course.
F) Look for patterns in the interview statements in E) and describe the science misconceptions held be students and the evidence leading to this conclusion.
G) Discuss implications for classroom. What needs to be done in the classroom to help students resolve the misconceptions in this specific concept?
H) Plan a science module which implements your ideas. Plan an "exemplary constructivist model (one/two week, at least 5-10 lessons) science module. See sample lesson plan format provided in Sunal and Sunal’s text Science in the Elementary School.
Reflective pre-planning includes these sections:
Begin with the work just completed in activity 5) A) to G) above. The module content should involve a topic taught in your elementary school classroom. Before you start, analyze your elementary science textbook to determine whether the text appropriately deals with these potential misconceptions. Complete a review of resources by search for the topic of the module on the Internet, Benchmarks, NSES, your school curriculum guide, etc. Determine the few key ideas, concepts, and skills to be learned in the module. Develop an idea web and concept map for the module. Describe the overall goals and rationale for this module. Describe the grade level, course, text, chapter, etc. (if applicable). The module content should involve lessons using the learning cycle on the selected science topic. Get approval of the unit topic from the course instructor before you begin (sign up or email).
Reflective planning includes these sections:
Plan and write module lessons using the learning cycle. Show in the lesson plans how the possible misconceptions found above should be addressed as a barrier to learning. Before the complete module is due, plan sample lessons on a key unit concept, or skill and another on a key unit generalization. Use course lesson planning format (see Sunal and Sunal’s text Science in the Elementary School.) and see evaluation criteria before beginning.
Learning Cycle Lesson #1 due 3rd class session with demonstration.
Learning Cycle Lesson #2 due 6th class session with demonstration.
Completed module due by May 1, 2000.
Develop an authentic assessment plan and assessment activities for each learning cycle lesson. As a member of a cooperative learning group, demonstrate to your peer teachers science activities that are a part of your exemplary learning cycle science lesson plan. Perform during a class session . Sign up for exact topic and time.
Reflective teaching includes these sections:
Implement the module and assessment plan by teaching it in your classroom. Report results of assessment for lessons taught.
5. Part 3- Action Research - Assessment and Future Actions:
Assess the students again
using the interview developed above. Interview the same students to determine
their conceptual change. Describe the results of your interview and the
assessment results of all students on the science module taught in Part
2. What are the next steps you plan to take based on the action research
plan you are following? What changes, additions , or extensions will you
make to this and other science modules?
The professional written report for this assignment (#5, completed by May 1) will include Parts 1, 2 & 3. Part 1 includes A) through G). Part 2 includes a professional written report of c), f) see standard form for each lesson, g), and i) a diary of lesson implementation and results. Also, during the class present h).
Evaluation of the action research project will be based on the principle components of teaching elementary science experienced in the course (eg. see 12 questions on page 2 above - meaningful learning of science, using inquiry through the"learning cycle", planning for conceptual change, science for all, use of technology, integration of other subjects, new science standards). In addition assignment quality, writing style, presentation, and completion will be the primary sources of data for this category.
VII. Course Evaluation
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| Assignment | Topic | Due Date | Weight |
| Portfolio Includes | |||
| 1. | Participation | Daily | 10% |
| 2. | Exams | Mid and Final | 15% |
| 3. | Science in daily life | Arrange presentation | P/F |
| 4. | Exemplary teaching | Arrange presentation | 15% |
| 5.1 | Action Research-Interviews | Arrange presentation | 10% |
| 5.2 | Action Research-Module | See schedule | 40% |
| 5.3 | Action Research-Assessment | See schedule | 10% |
(Note: As a part of a mastery learning approach, completion of all basic P/F course activities is needed to obtain the expected grade level in the major course assignments. Each incomplete P/F assignment or absence from class revert to a -5% on final grade. Individual appointments should be made for clarification of assignments, material presented in class, and the readings.)
Activities must meet minimum standards to be accepted. The grading scale is as follows;
A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = 0 - 59
Excused absences must be made up, upon approval of a written makeup contract with the instructor. The student is responsible (as written in the contract) for the timely scheduling, planning, and completing all alternative activities to attain objectives for the missed session.
Accommodations: It is the policy of the College of Education to make reasonable accommodations for qualified individuals with disabilities. If you are a person with a disability and desire to complete the course requirements, please notify the course instructor as soon as possible to discuss the request.
Academic Misconduct: All acts of dishonesty in any work constitute academic misconduct. The Academic Misconduct Disciplinary Policy will be followed in the event of academic misconduct.
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American Association for the Advancement of Science, (1993). Science for all Americans, New York: Oxford University Press (Oxford Univ. Press, Dept. EC, Madison Ave. N.Y.,10016, 1-800-230-3242).
Carey, S. (1986). Cognitive science and science education. American Psychologist. 41(10), 1123-1130.
Champagne, A., Gunstone, R. & Klopfer, L. (1983). Naive knowledge and science learning. Research in Science and Technological Education, 1(2), 173-183.
Clarke, J. H. (1990). Patterns of thinking, integrating learning skills in content teaching. Boston: Allyn and Bacon.
Clark, C. & Peterson, P. (1987). Teachers’ thought processes. Handbook of research on teaching, 3rd ed. M. Wittrock, (Ed.). NY: Macmillan, 225-296.
Driver, R. (1986a). Children learning in science project. Leeds, UK: The University of Leeds.
Driver, R. (1986b). The pupil as scientist. Philadelphia, PA: Open University Press.
Ellis, J.(1993). (Ed.) Information Technology and Science Education, Columbus Ohio: ERIC, AETS
Fensham, P., Gunstone, R., & White, R. (1994). The content of science, a constructivist approach to teaching and learning, Washington, DC: Falmer Press.
Gelman, R. & Baillargeon, R. (1983). A review of some Piagetian concepts. In P. Mussen (Ed.), Manual of child psychology (4th ed.): Vol. 3. Cognitive development. J. Flavell & E. Markman, (Eds.), NY: Wiley, 167-230.
Harlen, W. (1985) Teaching and learning primary science. New York: Teachers College Press.
Karplus, R. (1979) Teaching for the development of reasoning. In A.E. Lawson (Ed.), 1980 AETS yearbook: The psychology of teaching for thinking and creativity. Columbus, Ohio: ERIC/SMEAC.
Lawson, A. E., Abraham, M. R. & Renner, J. W. (1989) A theory of instruction: Using the learning cycle to teach concepts and thinking skills. Atlanta: National Association for Research in Science Teaching, Monograph #1.
Lowery L. (1997). NSTA pathways to the science standards - helementary school edition. Arlington, VA: National science Teachers Association.
National Research Council, (1996). National science education standards, Washington, DC: National Research Council.
Novak, J. & Gowin, D.B. (1984). Learning how to learn. New York; Cambridge university press.
Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11, 183-200.
Ogborn, J., Kress, G., Martins, I., & McGillicuddy, K. (1996). Explaining Science in the classroom. Philadelphia: Open University Press.
Osborne R.& Freyberg, P.(1985). Learning in science. Auckland, NZ: Heinemann Publishers.
Perkins, D., Goodrich, H., Tishman, S., & Owen, J. (1994). Thinking connections: learning to think and thinking to learn. Los Angeles, CA: Addison Wesley.
Perkins, D. & Salomon, G. (1991). Teaching for transfer. Developing minds: A resource book for teaching thinking. D. Costa (Ed.). Alexandria, VA: Association for Supervision and Curriculum Development, 215-223.
Petrie, H. (1981). The dilemma of inquiry and learning. Chicago: University of Chicago Press.
Piaget, J. Forward to Hans G. Furth. (1969) Piaget and knowledge: Theoretical foundations. Englewood Cliffs, N.J.: Prentice Hall, vi.
Posner, G. Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 6(2), 211-227.
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Shayer and Adey, Towards a science of science teaching, London: Heinemann Educational Books.
Sunal, D. & Sunal, C. (1998). Semiconductors: Preparing for the 21st century. Science Scope, 22 (1), 22-26.
Sunal, C., Sunal, D., (1996). Interdisciplinary social studies and science: Lessons with a native American theme.The Social Studies, 87(2), 72-78
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Sunal, D. W., and Sunal C. S., (1992). "The Impact of network communication technology on teacher education". Journal of Computers in Mathematics and Science Teaching, 11(2)
Sunal, D., & Sunal C. S., (1991). Backyard aesthetics. Science Scope, 15(1), 25-29.
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Appendix A: Some Professional Science Education Journals
QH/1.A275 American Biology Teacher
QD/1/.J93 Journal of Chemical Education
Q/181/.A1/J6 Journal of Research in Science Teaching
QC/30/.P48 Physics Teacher
Not Listed Primary Science (U.K.)
Not Listed The School Science Review (U.K.)
Q/1/.S28 School Science and Mathematics
Q/181/.A1/S29 Science Activities
LB/1585/.A1/S3 Science and Children
Q/1/.S385 Science Education
Not Listed Science Scope
Q/181/.S38 Science Teacher
Not Listed Journal of Geological Education
Other Professional Science Education Organizations
AAAS - American Association for the Advancement of Science
AAE- Association of Astronomy Educators
AAPT - American Association of Physics Teachers
ASTA- Alabama Science Teachers Association
AERA - American Educational Research Association
ASE - Association for Science Education (U.K.)
AETS - Association for the Education of Teachers of Science
ERIC/SMEAC - Educational Resources Information Center/Science, Mathematics
and Environmental Education Analysis Center
NARST - National Association for Research in Science Teaching
NABT - National Association of Biology Teachers
NSTA - National Science Teachers Association
SSM - School Science and Mathematics Association
Selected Science Education Web Sites for searchable current information:
Alabama Courses of Study: http://www.alsde.edu/cos/draft/draftcos.html
Association for the Education of Teachers in Science: http://www.aets.unr.edu/
Benchmarks Online: http://project2061.aaas.org/tools/benchol/bolframe.html
Electronic Journal of Science Education: http://unr.edu/homepage/jcannon/ejse/ejse.html
Eisenhower National Clearninghouse: http://www.enc.org
From Misconceptions to Constructed Understanding Proceedings of conference in Ithaca NY: http://www2.ucsc.edu/mlrg/proc4abstracts.html
National Association for Research in Science Teaching: http://www.narst.org/
National Science Education Standards: http://www.nap.edu/readingroom/books/nses/html/
National Science Teachers Association: http://www.nsta.org/
National Association of Biology Teachers: http://www.nabt.org/
American Chemical Society: http://www.acs.org/
American Association of Physics Teachers: http://www.aapt.org/
SCiWeb: http://www.fiu.edu/~georgej/
Science Resource Center: http://198.110.10.57/Chem/EastSciRes.html
NASA Home Page: http://www.nasa.gov
PBS Online: http://www.pbs.org
Science Resource Center: http://198.110.10.57/Chem/EastSciRes.html
Science Learning Network: http://www.sln.org/
U. S. Environmental Protection Agency:
http:www.epa.gov/
| Class and Date, 2000 | Topics and Activities | Chapters and Assignments Due (chapters) = recommended references for cooperative group discussions and other assignments |
| Sa 3/25 (1) | What is meaningful science learning in the elementary school? How can action research help in teaching? | SS Ch 1 |
| M 3/27 (2) | What is the origin of children’s ideas about the natural world? | SS Ch
2 (B Benchmarks, Ch. 15)
|
| Tu/W 3/28,29 (3-4) | How do students meaningfully learn science? | SS Ch
3, 12 (13, 14, 15);
LC #1; (NSES Ch. 1, 2, 3) |
| Th/F 3/30,31 (5-6) | What science should students learn? Science literacy for the 21st century includes inquiry skills and content! | SS Ch.
4, 5, 6; LC #2; (B Benchmarks, Ch. 1-12);
(SFAA Intro, Ch.1-12)(NSES Ch. 6) |
| S 4/1 (7) | What is effective authentic assessment in "hands on &minds-on" secondary science teaching? | SS Ch.
8
(NSES Ch. 5) |
| M 4/3 (8) | What is interdisciplinary science learning and teaching? | SS Ch 9.; Begin 4. Presentations |
| Tu 4/4 (9) | Can and should all students learn science? | SS Ch. 10; S Gender Quiz |
| W 4/5 (10) | What is effective classroom management and safety for teaching hands-on science? What does an effective program in secondary science look like? What reforms are now taking place in science teaching? | SS Ch.
7, 11
S Safety Inventory Begin 3. Presentations Internet search (NSES Ch. 7, 8) |
| Th 4/6 (11) | How does one initiate and carry out classroom action research as staff development in science teaching? How does a school carry out effective science education reform? | (NSES Ch.
4)
Internet search |
| F 4/7 (12) | Reports, feedback and follow-up | 6. Science Module presentation of progress to date |
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B American Association for the Advancement of Science, (1993). Benchmarks for Scientific Literacy, New York: Oxford University Press. http://project2061.aaas.org/tools/benchol/bolframe.html
SFAA American Association for the Advancement of Science, (1993). Science for All Americans, New York: Oxford University Press. http://project2061.aaas.org/tools/
NSES National academy of science (1995). National Science Education Standards. Washington DC: National Academy Press. http://www.nap.edu/readingroom/books/nses/html/
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