Curriculum and Instruction in Elementary Education: Science (3)
EDCI 372 A
Fall, 1995 2212 Benjamin Building
Professor: Dr. J. Randy McGinnis Class Hours: W 1- 2:50 pm Office: 2226M Benjamin Office Hours: W 3 - 4 pm e-mail: firstname.lastname@example.org or by appointment Telephone: 405-6234Overview
Welcome to an exciting semester of learning how to teach science to elementary students! Throughout this semester you will be involved in cooperative and independent activities both on campus and in an elementary school that will enable you to become a confident, competent, and motivating teacher of science.
Your participation is a vital aspect of this course. Now is the time in your professional development to work on your attendance and promptness. Please contact me ahead of time if there exists a conflict between class meeting times and other commitments.
Note: If you anticipate any absences due to religious observance, please provide advance notice so that make-up times can be arranged.
1. Journal Writing
Throughout the semester, you are asked to keep a weekly journal in which you regularly record your thoughts and feelings associated with teaching/learning science appropriate for elementary students. At least one journal entry per week (identified by date) is required. To assist you in this assignment, some weeks you will have structured questions on which to comment. This journal will be shared twice throughout the semester with a "journal partner" who will be responsible for adding an entry to your journal commenting on your reflections. The journal will be included in your portfolio.
2. Peer Conversations About Teaching/Learning Science
The purpose of these small peer group, cooperative teaching experiences is to help you develop confidence and experience in teaching topics in science with science equipment before you attempt them with children in schools. It also is an opportunity to create a class resource unit of science lesson plans that you can use throughout your career. Two times this semester, you will teach science activities that you find in science teacher journals or from other sources. You will be expected to adapt the activities you find with ideas that we discuss in this class (e.g. integrates the science activity with other subject and makes an effort to be inclusive). A lesson plan is due on the day you are scheduled to teach. At the end of your lesson, you will have an opportunity to engage in a short conversation with your peers on the lesson. A write-up reflecting on the experience will be turned in for review.
3. Science And Mathematics Teaching Survey
You are to survey your elementary classroom and school to determine the extent materials and opportunities exist for you to teach science and mathematics in that environment. This survey should include your observations and informal interviews with personnel at the school. Prepare a concise two-paged, typed evaluation that identifies:
5. Conducting Research, Designing a Learning Experience, Engaging
Students in an Experience in Doing Science, and Assessing Learning
Early in the semester, consult with your cooperating teacher and select a science topic or process that your cooperating teacher will allow you to teach near the end of this semester with a small group of children. Prepare yourself to do this through reflecting upon your own experiences in learning about this topic or process, reviewing relevant literature, and facilitating a conversation with your peers about this topic or process as described for Assignment #2.
Then, write a typed commentary (approximately 3-pages in length) that:
b) includes your lesson plan
c) comments upon issues related to differences in gender, race, socio-economic status, need for special assistance, etc.
d) assesses your students' learning and your teaching/learning
Your instructor will provide written feedback at intervals throughout the course based on the quality of your contributions in class and the thoughtfulness of your written work. Your instructor will also take into account your own assessment of your professional development in science teaching/learning. In addition, your instructor will invite you to provide written feedback about the course at intervals throughout the semester.
Note: If you have a documented disability and wish to discuss academic accommodations with me, please contact me as soon as possible.
Dr. R. McGinnis
EDCI 372 A
The nature of science and science teaching
The fair test/ the learning cycle
Due: Reading #3: The Learning Cycle
Due: Reading #4: Science in the elementary school
Barba: Chapter 3, pp. 52-69
Science process skills
Discrepant events/ safety
Reading #5: The processes in science
Reading #6: Early adolescence: Using consumer....
Reading #7: Classroom demonstrations
Reading #8: The collapsing aluminum can
Barba: Chapter 9, pp. 214-255
First Hour: Elementary sciencing: physical science
Reading # 9: Magnetic fields and conceptual change
Second Hour: Social Contextual Factors in Science Teaching
Barba: Chapter 12 (portion): pp.355-359
First Hour: Alternative conceptions Reading #11: The Earth is round? You've got to be kidding?
Second Hour: The Science Unit (Chesapeake Bay Environmental Study)
First Hour: Elementary sciencing: life science
Second Hour: Integrating science and reading/ language arts
Reading # 10: Leafing it to your imagination
Barba: Chapter 12 (portion): pp.295-30310/18 Constructivism and science education: Part One
Chaille & Britain: Chapters 1-4
First Hour: Elementary sciencing: earth/space science
Second Hour: Constructivism and science education: Part Two
Chaille & Britain: Chapters 5-8
Modeling the Integration of science with mathematics and instruction for all: An Earful Investigation (Part One)
Barba: Chapter 11 (portion): pp. 276-285
Modeling the Integration of science with mathematics and instruction for all: An Earful Investigation (Part Two)
Barba: Chapter 1, pp. 1-21
Performance-based assessment in science education
Barba: Chapter 6 (portion): pp. 122-148
Outdoor elementary science education
Week in the Schools
Technology in elementary science
Barba: Chapter 10 (portion): 256-273; Chapter 13, pp.320-333
Final Exam (9:00am -11 am, rm. 2212)
Dr. R. McGinnis
EDCI 372 A
Journal writing: 10/11; 11/1 Science and Mathematics teaching survey: 9/27 Peer Conversations (pick two out of three): 9/27;10/11;10/25 Chesapeake Bay Unit: 11/15 Instruction and assessment experience: 11/22 Final Exercise, Portfolio: 12/14