|
Spring 2001 |
Monday 4:30 -7:20 p.m. |
SLC203 |
Instructor:
Dr. Nancy J. Pelaez
Office: MH 207H
TEL: (714) 278-7260
FAX: (714) 278-3426
E-Mail: npelaez@fullerton.edu
Office Hours: Mondays, 7:30-8:30 (SLC 203) and Wednesdays, 1:00-4:00 (MH207H) and 7:00-8:00 (MH690) p.m., or by appointment.
GRADING POLICY and WRITING RUBRIC
CSUF CONCEPTUAL FRAMEWORK
The University
Learning is preeminent at California State
University, Fullerton (CSUF). We
aspire to combine the best qualities of teaching and research universities
where actively engaged students, faculty, and staff work in close
collaboration to expand knowledge. The
inherent purpose of the University is to extend, refine, and diffuse
knowledge.
The quality of the educator is the most
critical variable in education. It
is our central premise that educators possess a wide constellation of
knowledge and skills. These
include knowledge of the subject taught, understanding of development and
learning, pedagogical skills in communicating knowledge, and awareness of the
social and political contexts of schools.
Educators must also possess a commitment to lifelong learning, respect
for all individuals enriched by an understanding of culture and diversity, and
a professional commitment to working collaboratively with other professionals
to provide the highest quality education to a diverse, multi cultural
population.
The Faculty
The faculty at CSUF is committed to excellence
in teaching and demonstrate the highest standards of ethical practice.
Our faculty model interactive, dynamic teaching and inquiry that
promote reflective practice based on sound research and theory coupled with
real world problems. At CSUF,
learning expands beyond the classroom to include partnerships within the
community.
PHILOSOPHY
We
believe that knowledge is evolving and socially constructed and that learning
is produced through an interaction of different perspectives that enable
students to connect their education to their own experience.
Thus, in our educational practice we aim to:
create classroom communities where learning is interactive and dynamic.
engage
in reflective teaching and learning that draws attention to the process
through which knowledge is produced as well as the content to be learned;
give voice to the perspectives and experiences of all our students;
model
various approaches to knowledge construction and learning for our
students;
enable
students to understand the implications for their practice of differences
and similarities related to culture, ethnicity, race, gender, age,
ableness, and economic status;
expand
learning beyond the classroom to the broader societal and institutional
contexts where students will engaged in their practice; and
empower students to shape communities that are more humane.
CSUF
GRADUATE COURSE REQUIREMENTS (UPS411.100)
Courses at the graduate level draw upon, apply, and extend knowledge and skills previously acquired through undergraduate study. These courses deal with substantially more advanced and complex ideas, materials, techniques or problems than undergraduate courses. A graduate course requires the student to perform the following:
identify
and investigate theory or principle.
apply
theory to new ideas, problems, and materials.
use of
bibliographic and other source materials with emphasis on primary sources of
data.
demonstrate
competence in the scholarly presentation of results of independent study.
provide evidence of advanced skill in reading critically, writing clearly, and arguing persuasively.
SCED 550 (3 Units) Theoretical Designs in Science Education Prerequisite: graduate standing.
Review of major directions, designs and assumptions of science education reform such as the nature of science and scientific inquiry, scientific literacy, the National Science Education Standards, state curricular frameworks, and international and national science assessment. Emphasis will be placed on how reform affects curriculum, curricular projects and curricular evaluation.
TEXTS: It is highly recommended that the following materials
be in the library of the professional science educator.
The Titan Bookstore will help you purchase them.
Books may be borrowed from the instructor for use during the course.
Additional research articles will be copied and distributed in class.
California Department of
Education, (July, 2000). California
Science
Framework for K-12 Public Schools (DRAFT), California Department of Education:
Sacramento, CA.
National Research Council, (1996). National Science Education Standard, National Academy Press: Washington, D.C.
Project 2061 American Association
for the Advancement of Science, (1993). Benchmarks
for Scientific Literacy Oxford University Press:
New York.
RECOMMENDED RESOURCES
Kelly, Anthony
E. and Lesh, Richard A. (2000) Handbook of Research Design in Mathematics and
Science Education ISBN 0-8058-3281-5, Lawrence Erlbaum Associates, Inc.
Anderson, W. W. &
Gallagher, J. J. (Eds)
Journal of Research in Science Teaching. John Wiley and Sons: New
York.
Duschl, R. A. (Ed) Science
Education. John Wiley and
Sons: New York
Fraser, B. J. & Tobin K.
G. (Eds.) (1998), International Handbook of Science Education. Kluwer
Academic Press: Boston.
Gabel, D. L. (Ed.) (1994), Handbook
of Research on Science Teaching and Learning. MacMillan Publishing Company:
New York.
National Research Council (1999), How People Learn. National Academy Press: Washington, D.C.
Third International Math and Science Study (TIMSS) resources.
Course Goals:
Course
Objectives:
Using knowledge of major documents that are driving the reform effort in
science education, the student will be able to
Compare and contrast definitions of scientific literacy.
Identify the learning theory underlying each document's perspective on what constitutes learning in science.
Analyze the meaning of "inquiry" in science instruction according to the various documents.
Compare and contrast assessment and evaluation.
Analyze the role of the nature of science and science as a process.
Compare and contrast the role of technology in the major reform documents.
Complete an individual research effort such as an action research project, review of the literature, or proposal for a thesis or project.
Course
Assignments
|
50 |
|
|
50 |
|
|
Semester
Project Option |
100 |
|
Oral
Report for Semester Project |
20 |
|
80 |
|
|
|
|
|
TOTAL POINTS POSSIBLE |
300 |
Access CourseInfo
for grades.
Policy
Course
grades are based upon mastery, not a normal curve. The number of A's depends only on how well members of the
class perform. A PASSING GRADE IS REQUIRED ON EACH ASSIGNMENT TO PASS THE
COURSE. The exact range for a grade will depend on the final distribution of
points, but a point total above the limits in the table below is guaranteed that
grade.
|
A |
>90% |
|
B |
>80% |
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C |
>70% |
| Science Education 550 | Theoretical Designs in Science Education |
Spring
2001 |
|
Week |
Date |
Topic |
Reading |
Assignment |
|
1 |
1/29 |
Literacy is an important issue in contemporary education. Literacy impacts language, mathematics, technology, and science. How do the science reform documents define scientific literacy? |
CA Ch 1 SFAA Ch 1 NSES Ch 2 Benchmarks Ch 1, 7 |
The CPR1 assignment is also posted on our course web.
|
|
2 |
2/5 |
How will SCED550 contribute to your MATS project?
Work on a focus and definitions for your semester project.
Curriculum work groups defined.
How do the science reform documents define scientific literacy? Is learning science different from learning other subjects?
|
Find a rationale and project justification in the NRC's How People Learn (p. 14-21) and Bridging Research and Practice publications. (p.32-41, 57) Identify a project FOCUS, Definitions, and Delimitations NSES Ch 2 CA Ch 2 NSES Ch 7 |
Develop a plan for the portion of your semester project to be completed by March 19.
Define "literacy," "inquiry," and "hands-on" according to the standards: Word search your document.
|
|
3 |
2/12 |
Library work session: Select an Exemplary Curricula to review (1) depth
over breadth (2) opportunities to grasp key concepts (3) exploration of
preconceptions (4) facts (5) formative assessments and (6) summative
measurement of understanding and transfer over memorization
What learning theories provide the assumptions behind each reform document? Which of the documents most closely align with your beliefs? |
Bridging Research and Practice publications. (p.36)
CA Ch 6 2061 Ch 13, 15 NSES Ch 3, 4 Benchmarks Ch 6f, 7, 11, 15 |
Report to the library first, then to SLC203 at 6:00 p.m. Angela Shultz: Review of the literature
CPR guidance for anyone wanting to stay after class!
|
|
4 |
2/19 |
President's Day
NO CLASS |
|
|
|
5 |
2/26 |
How
do the science education reform documents address inquiry?
Is laboratory activity necessary and/or sufficient for learning
science?
Your will develop a concept map to show how one set of standards portrays inquiry within the instructional context. The CMAP software is free. (8MB, download time was about at hour at my home at connection speed of 26,400 kps)
|
SFAA Ch 12 NSES Ch 2, 3, 6 Benchmarks Ch 1, 12 CA (scan for "inquiry")
|
A Concept Map can be used to plan your project or to represent key concepts or qualitative data. Follow these instructions for using CMAP software.
|
|
6 |
3/5 |
Trace
the role of assessment and evaluation in each of the science
education reform documents. Is
a distinction made between assessment and evaluation.
What role does authentic assessment play in learning science? Refer
to the outline on assessment for the terms
and logical organization of modern perspectives on assessment.
How does the NSF influence evaluation?
|
CA Ch 4
NSES Ch 5 Benchmarks Ch 12 |
CPR 1 calibrations and
reviews due (25 points)
Please complete the SALG survey as soon as you finish CPR1 calibrations and reviews. Course ID: 714706381 Password: sced550
|
|
7 |
3/12 |
Should
history and philosophy of science be addressed in science education at
each grade level? How does each
document view the nature of science?
Develop and share a concept map on the approach to assessment for each standard document. Does each assessment focus match each documents' perspective on the nature of science?
|
SFAA Ch 1, 10
NSES Ch 6 Benchmarks Ch 1 |
CPR 2 text due Thursday, March 15, 2001 at 11:55 |
|
8 |
3/19 |
Universal Access: information and ideas that address the needs of
special student populations, including students eligible for special
education, advanced students, students whose English language proficiency
is significantly lower than that typical of the class or grade level, and
students whose achievement is either significantly below or significantly
above that typical of the class or grade level.
How does each document view diversity, equity, and universal access to science literacy? Compare this with the Criteria for Evaluating K8 Science Instructional Materials |
SFAA Ch 14
CA Ch 5 NSES Ch 2, 7 Benchmarks Ch 1
|
CPR 2 calibrations and
reviews due Monday,
March 26, 2001 at 11:55 (25 points)
Submit work for semester project mid-term review. (30 points) |
|
9 |
3/26 |
SPRING BREAK
NO CLASS
|
Curriculum Review topics | |
|
10 |
4/2 |
Group Work session
Meet in the library
Optional on-line chat.
|
Meet in the library, Room 420, library north, where Judy Ruttenberg will
demonstrate access E-journals, Carl Uncover,
Interlibrary loan, PsychInfo, ERIC, and answer specific questions.
|
Please complete the SALG survey.
On-line chat session from 5:00-7:00 pm (Dr. Pelaez will be in Orlando) Curriculum review |
|
11 |
4/9 |
Curriculum Review Presentations
|
Semester projects |
Curriculum projects due (50 points)
|
|
12 |
4/16 |
Are
scientific literacy and computer literacy dependent or independent? What
standards define the role of technology in science education?
What standards define
what teachers should know and be able to do with technology?
We will consider 2 aspects:
For resources, search the NSTA store or NSF for books to read on line. |
SFAA Ch 3, 8
CA Ch 7 NSES Ch 6 Benchmarks Ch 8 Link: IT and pedagogy or diversity. Links: IT and
|
Create a simple concept map showing the role of information technology in
science ed according to your assigned document.
Then identify 6 important quotes from the Strommen and Lincoln article and report on the level of agreement between your standards and these quotes from the 1992 publication.
Assignment: Write semester project |
|
13 |
4/23 |
Semester project peer review work session. | Oral presentations | Written
semester projects due - complete with reference list.
|
|
14 |
4/30 |
Semester Oral Reports |
Sonia Steiner
Angela Schultz Cati Garcia
|
Revise projects |
|
15 |
5/7 |
Semester Oral Reports Course Evaluation
|
Xochitl Castaneda
Rebecca Mullikin
|
Written semester projects returned with instructor comments.
|
| 16 | 5/14 |
Past, Present, and
Future Semester Oral Reports Review |
Jim Blackie Gabriel Renteria |
Final revised draft of semester projects due. (70 points) |
FINAL
EXAM
May 21, 2001
4:00-6:45 p.m.
CPRÔ Assignments:
Calibrated Peer ReviewÔ is a network tool that enables frequent writing assignments. CPR is accessible from a campus computer or any place that has Internet access. Please use the following URL: http://cpr.molsci.ucla.edu/
CPR will be used to demonstrate individual thinking about topics in the syllabus, and should be viewed as practice for the final exam essays. CPR has three important deadlines per assignment: the release of source material, the text entry deadline, and the peer/self review deadline. The deadlines are specified within each CPR assignment. Please check for the deadline information frequently. Any changes to the deadlines will be announced in class. Each deadline is at 11:59 p.m. on the date listed according to the CPR Server clock.
SEMESTER
PROJECT OPTIONS
All semester project papers will be graded with the
writing rubric.
Option
1:
Action
Research - for students in the
first or second core course
Refer to Science in the Elementary School Classroom and Action Research: Perspectives from Teachers' Classrooms for guidelines.
The
purpose of the project is to develop and execute an action research project
involving your school, curriculum, or classroom practice.
The
idea for your project may come from your teaching experience or from the course
readings. The intent of the project
is to provide an exploration or a pilot study for your MAT-S project or thesis.
The paper consists of five or more double-spaced, typed pages with
citations and references properly formatted according to APA
style.
Option
2:
Review
of the Literature - for students
in the second core course
Refer to Chapter 2 of Creswell, John W.(1995), Research Design: Qualitative and Quantitative Approaches. Sage Publications: Thousand Oaks, CA.
The
outline should apply to your MAT-S project or thesis.
Option
3:
Project/Thesis
Proposal - for students in the
third core course
Compare
this overview of your project/thesis with
a published
Oral
Report for Semester Project:
Each
student will present an overview of the semester project.
Presentation will be made during the last four class meetings in order from the
most senior to the most junior MATS students. Students
may use
audio-visual and computer technology instruments to enhance their presentations.
Please check with the instructor prior to the due date if you decide to
use any special technology. Plan to
outline an overview of the semester project within a 10-15 minute time period.
Be prepared to answer questions from the others in the class.
It is the responsibility of the class and instructor to provide
constructive feedback to the presenter.
UNIVERSITY
ACADEMIC DISHONESTY POLICY
Academic Dishonesty
Academic dishonesty includes such things as cheating, inventing false
information or citations, plagiarism, and helping someone else commit an act
of academic dishonesty. It
usually involves an attempt by a student to show possession of a level of
knowledge or skill that he or she does not possess.
Cheating is the act of obtaining or attempting to obtain credit for
work by the use of any dishonest, fraudulent, or unauthorized means.
Plagiarism is the act of taking the specific substance of another and
offering it as one's own without giving credit to the source. An instructor
who believes that an act of academic dishonesty has occurred is obligated to
discuss the matter with the student involved.
The instructor should possess reasonable evidence, such as documents or
personal observation. An instructor who is convinced by the evidence that a student
is guilty of academic dishonesty shall (1) assign an appropriate academic
penalty; and (2) report to the student involved, to the department chair, and
to the vice president for student affairs the alleged incident and make
recommendations for action. See
the CSU Fullerton Catalog for further details.
