[Purpose]   [Objectives]   [Methods]   [Attendance]   [Assignments]   [Field Experience]  [Evaluation Components]   [Course Outline]   [Required Readings] [Misconception Links]

Instructor: Dr. Sam Hausfather         Spring 2001 Thursdays, 4:30-7:30       Cobb: Hayes Elem

PURPOSE OF COURSE:

American eighth-graders slipped to 15^th among 38 countries in scores on science in the 1999 Third International Mathematics and Science study (TIMSS). Of greater concern, students tested as fourth-graders in 1995 and again as eighth-graders in 1999 dropped from third to 11^th place in science. Why are their peers in other countries learning at a faster rate than American students?

Constructivist theory states that people learn by actively constructing knowledge and by weighing new information against their previous understandings. Teachers must be prepared to present new information with appreciation for students' previous experiences, incorporating new material into a larger, more complex integrated curriculum. Teachers should be able to present this information in a format of active exploration of subject content within interdisciplinary investigative experiences.

The purpose of this course is to assist you in acquiring the skills and knowledge necessary in developing your pupils’ abilities and wonder of investigating science. The course will focus on developing content knowledge, "the head;" constructivist models of teaching, "the hands;" and the values inherent in active approaches to science, "the heart." (The Berry College Model of Teacher Education)

COURSE OBJECTIVES & EXPECTED OUTCOMES:     (M.Ed. program objectives designated as BC). 

1. Broaden content knowledge in selected integrated science areas. (BC 3)

2. Demonstrate knowledge of constructivist learning theories which are of special concern to students at various grade levels. (BC 1, 5, 6)

3. Plan instruction to include hands-on, minds-on teaching strategies. (BC 2, 5, 10)

4. Understand the implications of children’s conceptions of science. (BC 1, 3, 4)

5. Learn to develop and create integrated investigative projects as part of an interdisciplinary unit for implementation in the classroom. (BC 2, 5, 7)

6. Through weekly journal entries, reflect on understandings of content knowledge and learning theories and implications for classroom instruction (Obj. 1,2).

7. Create hands-on minds-on lesson plans that incorporate constructivist learning theories (Obj. 2,3)

8. Interview a child and analyze their responses in terms of conceptions of science (Obj. 4)

9. Research the current literature concerning misconceptions within a content area of science (Obj. 1,4).

10. Create an integrated investigative project as part of an interdisciplinary unit (Obj. 3,5).

This course will build on the content knowledge in science and review and reinforce teachers' abilities to utilize constructivist learning techniques. The content in science will focus on the biological and environmental sciences integrated with physical and earth sciences. The program theme will be on systems and interactions of the abiotic/biotic world with our senses, specifically the sense of sight. The course will include experiences in utilization of resources, especially the use of innovative projects such as GEMS, ESS, and AIMS. New technologies will be introduced, including innovative science programs and Internet resources and simulations. (See related web site: Shedding Light on Science)

Students are expected to attend all sessions. One absence will be permitted with appropriate excuse; more than one absence will negatively effect your grade for this course.

1. Journals- Weekly journal entries responding to understandings of the day's science content activities and the readings, including reflections on the activities and discussions of the day, brief summary of readings with your reaction and questions or ideas it brings up, and something it brings up that you want to talk about and/or incorporate in your own classroom.

2. Lesson Plans- Create four lesson plans that incorporate constructivist learning theories in an area of science content and share them with the class.

3. Children's Science Concepts- Interview a child about a particular concept in science and analyze their responses in terms of their conceptions or misconceptions. Write a 2-3 page description of their key responses, concepts revealed, and your reflections on the process and insights.

4. Science Misconceptions- Research the current literature concerning misconceptions within a content area of science. Write a 3-5 page summary of this research in APA style.  This web link also includes links to previous student research papers to use as a resource.

5. Unit Plan- Create an integrated investigative project as part of an interdisciplinary unit for a 3-4 week period. Include theme, webbing, overview chart, lesson plans, literature connections, and evaluation techniques.

This course requires application and synthesis of course material in a classroom setting. Practicing teachers can use their current classroom setting. If you are not currently teaching, you must attain a field experience placement. See your course instructor or the director of field experiences to request a field experience.

EVALUATION COMPONENTS:

Journal responses to readings & activities         15%

Child Interview                                                            15%

Misconceptions research                                           20%

Integrated lesson plans                                               15%

Integrated Investigative Project                                 35%

DAILY CLASS SCHEDULE:  

LITERATURE LINKS: A list of books used in the EDU 633 class and links to buy them on Amazon.com

 REQUIRED STUDENT READINGS: (tentative; others will be added)

Required Text:

Osborne, R., & Freyberg, P. (1985). Learning in science: The implications of children’s science. Portsmouth, NH: Heinemann.

Articles distributed by professor and students may include:

McComas, W. & Wang, H. (1998). Blended science: The rewards and challenges of integrating the science disciplines for instruction. School Science and Mathematics, 98, 340-348.

Guesne, E. (1985). Children’s ideas of light. In Driver, R., Guesne, E. & Tiberghien, A. (Eds.) Children's ideas in science. Philadelphia, PA: Open University Press.

Minstrell, J., & Smith, C. (1983). Alternative conceptions and a strategy for change. Science and Children, 21(3), 31-33.

Scott, P. (1987). Children's learning in science project. A constructivist view of learning and teaching in science. Leeds, England: University of Leeds.

Needham, R. (1987). Teaching strategies for developing understanding in science. The University of Leeds: Centre for Studies in Science and Mathematics Education.

Lonning, R., DeFranco, T., & Weinland, T. (1998). Development of theme-based, interdisciplinary, integrated curriculum: A theoretical model. School Science and Mathematics, 98, 312-319.

Watson, B., & Konicek, R. (1990). Teaching for conceptual change: Confronting children's experience. Phi Delta Kappan, 71, 680-685.

Chambers, D.L. (1995). Improving Instruction by Listening to Children. Teaching Children Mathematics, 1, 6, 378-380.

GIMS. (1996). Georgia Framework for Learning Mathematics and Science. University of Georgia.

National Research Council. (1996). National Science Education Standards. Washington, D.C.: National Academy Press.

Zahorik, J.A. (1997). Encouraging– and challenging– students’ understandings. Educational Leadership, March.

Hausfather, S. J. (1992). It's time for a conceptual change. Science and Children, 30(3), 22-23.

Example of referencing an Internet source. If no date available, use date you accessed the item. If no author available (look at the bottom of the page for an author!), then use title followed by date.

Always give full Internet address for one to retrieve the material.

Beaty, W. J. (1999). Recurring Science Misconceptions in K-6 Textbooks [On-line]. Available: http://www.eskimo.com/~billb/miscon/miscon4.html

Recurring Science Misconceptions in K-6 Textbooks

Bad Science

SamCATS Science Misconceptions

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Last revised: 10/09/01