Overview of Course

SCED 502, Physical Science Application for K-8 Teachers, is a course designed to increase your content knowledge. While not a methods class or an education class, the course will address pedagogical issues related to the teaching of physical science (pedagogical content knowledge). In addition to pedagogical issues we will address the nature of science, historical understandings of the concepts, and student misconceptions related to each topic. You will review K-8 curriculum and trade-books. You will become an expert on a particular area of physical science – you’ll present your findings with us and with preservice teachers in our credential programs. We will examine how particular science concepts are addressed across the K-12 curriculum. Each science theme will be discussed and studied from the perspectives listed above.

 

I will also be expecting you to read about a physical science topic of your choice as you become an expert on one particular area of physical science.

 

Class Objectives:

• Expand understanding of fundamental physical science concepts
• Increase confidence in teaching physical science in the classroom and on field trips
• Learn the physical science misconceptions associated with the topics of study, the underlying reasons students might have these misconceptions and better ways of teaching the content so as not to promote misconceptions.
• Critically evaluate physical science teaching resources
• Develop and teach a physical science inquiry lesson
• Acquire skills associated with scientific inquiry

Course Topics

There are several physical science topics we will explore together this semester. I have selected the first two topics and you will select a topic for self-study. Time permitting, we will select a final topic together. The topics I have selected for our study are Electricity and Magnetism and Chemistry – 5 big ideas. As mentioned above, we will address the areas listed below for each topic.

 

• The Content: Regardless of the grade level you teach, you will more fully understand K-12 (emphasis K-8) physical science concepts. You will see how the content spirals through the grade levels and is revisited by students. Your greater knowledge of the concepts will provide you with a bigger picture understanding of the science involved and how the lessons taught at your grade level “fit” into the K-12 curriculum map.
• Misconceptions: What do students “know” about this topic? How do their naïve ideas compare to the understandings which scientists have? Mark Twain once said, “it’s not what you know that gets you in trouble. It’s what you know that ‘aint so.”  What is it that students know that ‘aint so?
• History of Science and Nature of Science: How did people learn about the content we now take for granted? In what ways can we discuss and teach this content so that we are accurately portraying the nature of science?
• Pedagogical Content Knowledge: PCK marries the best practices in teaching with deep content knowledge. You do this in part by knowing the student misconceptions which exist, the historical underpinnings of the discipline and the nature of science.
• Science Curriculum, Trade-books and Resources: As future science leaders you need to be familiar with the science teaching resources on the market. You will have the opportunity to review existing curricula, science teaching resources (print, film and electronic) and trade-books.
• NSTA articles and resources, science texts, etc: As you become a physical science expert you’ll read about the content, find appropriate activities and curriculum to help teach the content to students.
• Technology: You’ll be using technology as a learning tool, resource and lab platform. Informational websites, webquests and other internet resources will be used throughout the class as will computer probes.

 

Assignments

Grading for this course is traditional (A, B, C, etc.) with each assignment being worth a certain percentage of the final grade. A brief description of the assignments and their weighting in your final grade is listed below. Further descriptions will be supplied as assignments are discussed.

 

• TESTS/QUIZZES: (25%) There will be a “quiz” at the end of each topic. These will be a combination of paper-pencil quizzes and hands-on tasks. Other than the hands-on components they will be open book, take-home activities. You will have one week to complete them. You may ask me for help but no one else.

 

• Electricity & Magnetism – labs & contraptions (15%)
  During the first unit on electricity and magnetism you will do several labs and activities at home. Together they are worth 10% of your grade. You will do an on-line circuits lab, you’ll build a couple of electrical devices and describe how they work and you’ll figure out how some popular games work.

 

• CURRICULUM/TEACHING RESOURCES ASSIGNMENTS

Instructional Materials & Tradebook Analysis: (15%)

For our chemistry unit you will be responsible for reviewing and evaluating various published materials. The goal of the assignment is for you to become familiar with a wide array of physical science teaching resources. Some of the materials for review will be specified and some will be selected by you. I will provide you with guidelines for reviews.

 

• DEVELOPING YOUR CONTENT BACKGROUND & SHARING IT WITH OTHERS (30%)

[This assignment has several components which will be graded separately. Taken together they account for 30% of the class grade.]

 

You will select a physical science topic of interest to you (something other than what we will be doing together in class). You will learn about that content area by reading textbooks and websites (using Usborne and other course resources as a starting point). You will examine student misconceptions associated with your topic. You will find good activities/labs/demonstrations associated with the topic by reading 10 NSTA-like articles associated with the topic and at least one curricular guide associated with the topic. If possible, you will find an article or news story associated with your topic and a children’s story/trade book. You will put together and teach a 30 hands-on presentation related to the content. You will reflect on your lesson and put together a CSTA-like proposal for this topic. There will be due-dates and feedback along the way.

 

• Technology, In Class Activities & Homework Assignments (15%) You will have several activities (labs, problem sets, demos, activities, website reviews, book reviews) throughout the semester. These will be assigned as we go along.

 

Good writing always counts. In order to earn an A the content of the paper as well as the presentation (writing, spelling, grammar, punctuation, mechanics, etc.) must be "A" quality.

 

Course Policies

ATTENDANCE: Put simply, don't miss class! The predominant mode of instruction will be lecture, discussion & activities. We will talk about weekly reading assignments, you will take part in a variety of lab activities. Participation and attendance are vital. If you must miss class, try to let me know ahead of time so I can try to give you an alternate assignments or make-up work. Be sure to get notes from a colleague.

 

LATE WORK: Late work will be penalized (5 points/day) unless an extension has been given prior to the due date. Absence from class is not a legitimate excuse for late work.  

 

Students with disabilities who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to me. If a student with a disability feels that modifications, special assistance, or accommodations offered are inappropriate or insufficient, she/he should seek the assistance of the Director of Disable Student Services on campus.

 

PLAGIARISM & CHEATING (taken from the CSULB catalog)
Plagiarism is defined as the act of using the ideas or work of another person or persons as if they were one's own, without giving credit to the source. Such an act is not plagiarism if it is ascertained that the ideas were arrived at through independent reasoning or logic, or where the thought or idea is common knowledge. Acknowledgment of an original author or source must be made through appropriate references, i.e., quotation marks, footnotes or commentary.

 

Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for work by the use of any dishonest, deceptive or fraudulent means. Examples of cheating during an examination include, but are not limited to the following: copying, either in part or in whole, from another's test or examination; discussion of answers or ideas relating to the answers on an examination or test unless such discussion is specifically authorized by the instructor; giving or receiving copies of an examination without the permission of the instructor; using or displaying notes, "cheat sheets," or other information or devices inappropriate to the prescribed test conditions, as when the test of competence includes a test of unassisted recall of information, skill, or procedure; allowing someone other than the officially enrolled student to represent the same. Also included are plagiarism as defined and altering or interfering with the grading procedures.

 

It is often appropriate for students to study together or to work in teams on projects. However, such students should be careful to avoid the use of unauthorized assistance, and to avoid any implications of cheating.

 

For more information on plagiarism and cheating refer to the CSULB catalog.

 

Required Course Materials

You must make a few purchases for this course.

• Readings – available on Beachboard and the library

• Books to purchase (available at the campus bookstore)

Usborne Internet Linked Science Encyclopedia, Tachell ISBN: 978-0-7945-0331-4
 Electricity - Magnetism: Stop Faking It!, Robertson ISBN: 978-0-87355-236-3
 Chemistry Basics: Stop Faking It!, Robertson ISBN: 978-0-87355-239-4
 Light: Stop Faking It!, Robertson (optional)

 

• You will review curriculum and trade-books. [You do not need to purchase these although you are welcome to buy them.] We have several examples of these and they will be available for your review in the Graduate Student Office, MICR101. If you don’t already have a key for MICR-101 you will want to get one!

 

Other course resources you may want to access: (they will be available in MICR101)

Chemistry: Matter & Change – Glencoe/McGraw Hill

Chemistry: Connections to our changing world Prentice Hall (LeMay, Beale, Robblee, Brower)

Conceptual Physics, Addison Wesley (Hewitt)

 

You will also read and sign a lab safety form. This will be distributed during our first class session.