Course
Rationale
Many
elementary teachers don't teach much science. The fraction of class time
devoted to science is less than it should be — even in the minds of many
teachers themselves. The problem is that the teachers don't like science,
don't feel confident in their science knowledge, and/or don't know how
to teach science effectively.
Exemplary
elementary school science teachers have at least four important attributes.
They like science, have an accurate understanding of major science content
and processes, feel confident in their ability to learn science, and teach
science using an age appropriate inquiry based approach. This course, like
the science education department, exists to help you become an exemplary
science teacher. I have centered the class around
three major goals. The goals are to help you:
1.
like science,
2. better
understand the nature of science and what scientists do, and
3. develop
your ability to identify, define, and solve problems like scientists do.
If
I'm successful in achieving these three goals, you'll feel more confident
in your ability to teach science.
Although
not taught directly, I will demonstrate inquiry based approaches to science
teaching throughout the course. You will have the opportunity to experience
science activities similar to those you will, ideally, teach someday soon
in your own classroom. You will, of course, work through the activities
at a pace faster than children would. And you will do more than elementary
science activities in our 15 weeks together. However, the centerpiece of
the course will nevertheless be your experiences and understandings of
these activities.
Specific Course
Objectives
By the end of the
semester you should be able to demonstrate proficiency in the following:
1. Generate researchable
science questions.
3.
Discuss the assumptions underlying or limitations of an investigation.
4.
Interpret results of scientific investigations.
5.
Test predictions based on interpretation of results.
6.
Describe how science differs from other disciplines (nature of science).
7.
Demonstrate an understanding of a few basic principles in the life, physical
and earth sciences.
8.
Describe attributes of elementary teachers who like science.
9.
Explain some implications of Piagetian theory
to student learning in elementary science.
10.
Explain what hands-on minds-on science is.
11.
Give an example of how process and content can be taught within hands-on
minds-on science activities.
12.
Demonstrate e-mail and web browsing proficiency.
Required
Course Materials and Supplies
A
few principles guide my thinking about assessment. First, the things that
are graded should have some intrinsic value; you should learn something
by doing the assignment, irrespective of grades. Second, a variety of assignments
is a better reflection of your abilities and development than a small number
of similar assignments (e.g., three multiple choice tests). Third,
effort should "count" without discounting natural talent or the need to
nevertheless show minimum competencies to pass the course. Fourth, it's
important that teachers model good communication skills. Thus, clear writing
and proper grammar always "count". All scoring criteria for assignments
will be available to you before you turn in your work. You will be able
to find these on the course web site.
I
generally work with the "traditional" 90+=A, 80-89=B, 70-79=C, etc.
Here
are the course's assignments. The value of an assignment toward your final
grade is in parentheses.
Course Policies
Attendance:
Put simply, don't miss class. Being hands-on
oriented, it's difficult to make up what's missed. If you must miss, try
to let me know ahead of time. I know unavoidable things happen; it's not
my goal to be an ogre. That's why I allow three absences before I begin
to penalize you.
However,
the four hours/week we're together is by far the most important part of
the course. If you miss more than three days of class, you've missed more
than 10% of our time together. This will unquestionably result in you learning
less than you would if you were present.
Upon
your fourth absence, your final grade will be lowered by 5% (not to mention
the effects on your grade from whatever you missed on those days). A fifth
absence results in a final grade 10% lower, etc..If
you miss six times you should see me to discuss your options (consider
dropping the course or, if possible, taking an incomplete, etc.).
In
addition, be on time. Teachers cannot be late to school without inconveniencing
others. Think of this class as practice. Consistent lateness will be penalized
as class time missed will be counted toward an absence. In other words,
if you're 35 minutes late three times, you've missed an hour and forty
five minutes of class--equivalent to missing an entire class session.
Written
work: I will deduct 5% of the total grade for each late day. However, papers
are still on time if you give them to me anytime on the date due, put them
in my mailbox anytime that day, or e-mail the file to me that day. If you
need an extension you should discuss this with me prior to the due date.
Students
sometimes ask about whether spelling, punctuation, and mechanics "count"
in written assignments. They do! Teachers need to be able to communicate
clearly with a wide audience, including parents. You are the model! I expect
you to write well wherever you go--and you can expect the same of me. In
addition, I think EVERY college graduate should be able to write clearly
and it's one of my duties as a professor to encourage good writing by my
students.
Don't
forget to proofread your work. You can avoid many of the writing errors
I routinely see by simply reading your work carefully. Don't rely on spell
check! It doesn't catch everything.
This
class does not offer make-up work or extra credit work.
NOTE:
The class activity part of the schedule is tentative and will change.
For example, you'll be raising a butterfly from a caterpillar. I can't
schedule the class time for this, because I don't know when the caterpillars
will arrive. We'll start working with them as soon as they get here--whenever
that might be! Similarly, some units might last a little longer than scheduled,
some a little shorter. I'll alert you as the schedule changes. Major due
dates, though, are unlikely to change.
Students
with disabilities who need reasonable modifications, special assistance,
or accommodations in this course should promptly direct their request to
the course instructor. If a student with a disability feels that modifications,
special assistance, or accommodations offered are inappropriate or insufficient,
s/he should seek the assistance of the Director of Disabled Student Services
on campus.
Due
Dates for Assignments
Outside
Article Reviews (to be submitted by e-mail) Be sure to put "SCED401" in
the subject line to get an auto-reply indicating that I have received your
e-mail. article
1 2/2
Tentative
topics to be covered in class Each
unit will culminate with a quiz - dates of quizzes will be announced in
class. You may use your lab notebooks for all quizzes.
article 3
2/23
article 4
3/2
article 5
3/16
article 6
4/6
Biography of a Scientist
(in notebook - not a paper) due 4/4
Long Term Research
Project (and presentation) due 5/2 (earlier due dates as we go along)
physics
- electric circuits (batteries & bulbs), pendulum, light & color
geology
- water cycle
integrated
- ecocolumns
data analysis
& data sets (varied content areas)