Curriculum and Instruction in Elementary Education: Science (3)

EDCI 372 A

Fall, 1999 2212 Benjamin Building

Professor: Dr. J. Randy McGinnis Class Hours: W 8:30 am-10:20 am

Office: 2226J Benjamin Office Hours: W 12:30 pm - 1:30 pm

e-mail: jm250@umail.umd. edu (or by appointment)

Telephone: 301-405-6234

Web sites: a. class [http://www.inform.umd.edu/UMS+State/UMD-Projects/MCTP/Courses/Methods/372/]; b. professor [http://www.inform.umd.edu/EdRes/Colleges/EDCU/Depts/EDCI/Science/McGinnisProfile.html]

Objectives, methods, materials and activities for teaching science in the elementary school; emphasis on teaching strategies which help children learn the processes and concepts of science. Includes laboratory/field experience.

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.

A. Required

1. Barba, R. (1998). Science in the multicultural classroom. Boston: Allyn and Bacon.

2. National Science Teachers Association [NSTA]. (1999). NSTA pathways to the science standards: guidelines for moving the vision into practice. Washington, DC: NSTA.

3. Ten short readings on reserve under my name and this course number in the Curriculum Laboratory, O220 Benjamin.

B. Optional (consult with your class instructor)

1. American Association for the Advancement of Science. (1989). Science for all Americans. New York: Oxford University Press.

2. Ebenezer, J. V., & Lau, E. (1999). Science on the internet: A resource for K-12 teachers. Upper Saddle River, NJ: Merrill.

3. Gallas, K. (1995). Talking their way into science. New York: Teachers College Press.

4. National Research Council, (1996). National science education standards. Washington, DC: National Academy Press.

This class is based on a professional knowledge for teaching based on research that has the following components:

Knowledge of content: The facts, concepts, and structures within science that guide inquiry in elementary science instruction.

(Coded for the COE Theoretical Knowledge Base and the Elementary Education Program Assessment: Science Education [EEPA: SE])

By the end of the semester you should be able to:

1. Describe goals and assessment for science instruction that you consider reasonable expectations for elementary children (Knowledge of educational goals and assessment) EEPA:SE V-C

2. Recognize the diversity present in school populations and use that diversity to

enhance the instruction of science (Knowledge of learners) EEPA:SE V-A.1

3. Plan and teach inquiry based science content lessons that make connections across the curriculum and use a variety of media communication tools(Knowledge of pedagogy; Knowledge of content) EEPA: SE V-A.2,A.4, B.1, B.2, B.3

4. Demonstrate skills in planning appropriate science instruction for young children adjusted to accommodate individual differences in specific social contexts (Knowledge of curriculum; Knowledge of social contexts) EEPA: SEV-A.1, A-3

5. Demonstrate the ability to apply scientific methods of thought in solving problems in everyday life by:

(a) distinguishing observation from inference

(b) constructing procedures using process skills for verifying hunches about a problem, and

(c) conducting evidence-based investigations to inform questions amenable to scientific inquiry (Knowledge of pedagogy; Knowledge of content) EEPA: SE V-B.1

I expect you to:

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 alternative times can be arranged.

1. Class Participation

This important aspect of your professional growth in this class will be assessed by examining your performance in the following areas:

2. Research, Instruction, and Assessment of Learning (RIA)

Early in the semester, consult with your cooperating teacher and select a science topic that your cooperating teacher will allow you to teach near the latter part of this semester (ideally with a small group of children but it can be with the whole class). Prepare yourself to do this through reflecting upon your own experiences in learning about this topic and by reviewing relevant literature.

Then, write a typed commentary (approximately 3-pages in length) that:

Part One:

a) summarizes scientific views of your topic (provide citations) in both text form and as a concept map you draw from this information.

b) describes the background of three students you interviewed (i.e., information you believe distinguishes them as individuals such as their academic level, gender, etc.)

c) includes the interview questions (the protocol) you used to interview the three students.

d) presents a concept map based on the interview responses that you draw of each student’s conception of the topic.

e) summarizes your interpretation of each of the student's initial thinking

according to the evidence obtained from the concept maps that you drew. Use the class handout "Concept Map Evaluation" to structure the terminology of your response.

Part Two:

Design a science learning experience for this topic that makes connection with another subject area (e.g., mathematics) that is appropriate for students of the age with which you are working. The small group of three students you interviewed is preferable, but you may work with any other students at that grade level (including a large group) if upon negotiation with your cooperating teacher that is viewed better in your context. It is recommended that you work with students whose backgrounds are different from each other so that you gain additional experience in teaching science to all. Write a typed commentary (approximately 3-pages in length) that:

a) articulates ways in which your plans were influenced by learning about

students initial thinking through the analysis of the concept maps you drew.

b) includes your lesson plan that is formatted in the EDCI 372A structure.

c) describes how you attempted to make connections between science and another subject area (your rationale and methodology)

d) assesses your students' learning and your teaching/learning.

3. Science Inquiry Project

The purpose of this assignment is to help you develop and practice the skill to ask a question and to seek an answer to that problem in a scientific manner so that you will be better able to guide children to perform this in individual or group science inquiry projects. This investigation can target a consumer product or any other science concept amenable to a project-based approach. You will present a poster report on your investigation that describes its crucial aspects (driving question, procedures, findings, and your answer to the driving question with limitations identified). Ideally, your school placement will be supportive, and you will be able to work with children to accomplish this project. If that is not possible, please alert me so that alternative date collection strategies can be implemented. In all cases, you are ultimately responsible for the process and the product being carried out in an manner aligned with a scientific way of knowing.

This assessment will be an essay response to a scenario on the teaching of science on the elementary school level. This final commentary will require you to demonstrate knowledge of theory found in the course readings and class notes, and the ability to apply theory to the practice of teaching elementary school science.

I 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. I will also take into account your own assessment of your professional development in science teaching/learning. In addition, I will invite you to provide written feedback about the course at intervals throughout the semester. Also, please note that one third of each methods course is allocated to the field placement and is graded on a satisfactory/fail basis. The field placement requires 100% attendance. The intern must make up any missed field days. Failure to satisfactory complete the field placement will result in a 33.3% reduction of the course grade in each methods course.

Percentage breakdown:

1. Participation

Ongoing reflection through journal writing (5%)

Peer Conversations (5% each; 15% total)

2. RIA

Part A (25%)

Part B (25%)

3. Science Inquiry Project (20%)

4. Final Exam (10%)

A 90%-100%

B 80%-89%

C 70%-79%

D 60%-69%

F Below 60%

Notes: In compliance with and in the spirit of the Americans With Disabilities Act (ADA), I would like to work with you if you have a documented disability that is relevant to your work in this course. If you wish to discuss academic accommodations, please contact me as soon as possible.

Also, I would like to underscore that this course is founded on academic integrity. The University’s Code of Academic Integrity (http://www.inform.umd.edu/jpo) details what this entails. To maintain a "community of trust" on the College Park campus, allegations of academic dishonesty can be reported to the Student Honor Council (314-8206) by any member of the campus community.