Science Education 554: Issues in Science Education
|
Fall 2000 |
Tuesday 4:30 -7:20 p.m. |
MH 380 |
Instructor:
Dr. Nancy J. Pelaez
Office: MH 207H
TEL: (714) 278-7260
FAX: (714) 278-3426
E-Mail: npelaez@fullerton.edu
Office Hours: Thursdays, 12:00-5:00 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
OF HDCS
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.
COURSE
DESCRIPTION FROM THE CATALOGUE
SCED
554 Issues in Science Education
Prerequisite: graduate standing. Major
contemporary issues in science education (3 hours lecture).
Wiggins
and McTighe (1998), Understanding by Design, ISBN 0-87120-313-8
Association for Supervision and Curriculum Development.
Rhoton
and Bowers (1997), Issues in Science Education, ISBN 0-87355-137-0,
National Science Teachers Association.
Mintzes,
Wandersee, Novak (1998), Teaching Science for Understanding: A Human
Constructivist View, ISBN 0-12-498360-X, Academic Press.
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.
Course
Goals:
Using research on issues in
science education, the student will be able to
Course
Assignments
|
Reading
Reviews (25 points each) |
50 |
|
50 |
|
|
100 |
|
|
Oral
Report for Semester Project |
20 |
|
80 |
|
|
|
|
|
TOTAL POINTS POSSIBLE |
300 |
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% |
|
C |
>70% |
| Science Education 554 | Issues in Science Education |
Fall 2000 |
|
Week |
Date |
Topic |
Reading |
Assignment |
|
1 |
8/24 |
Introduction Course Requirements What is science
education?
|
Goldstein Lederman Teaching Science for
Understanding p. 11-12, 281 - 306, 261 - 269 |
CPR 1 Source: JRST
36(8):916-929 (2000), Questions on page 920 |
|
2 |
8/31 |
Bob Yeend presents project proposal. Science literacy
Explore reading reviews and develop an example. |
Laugksch
Teaching Science for Understanding p. 30-56, 165 - 194, 307 - 323 |
|
|
3 |
9/5 |
Flow Theories on
interpersonal behavior
|
Csikszentmihalyi
handout Dewey's Pedagogic
Creed
Understanding by Design p. 38 - 40 |
|
|
4 |
9/12 |
Integrated Science, Coordinated Science, and Global Science Deep and Surface
Learning Misconceptions Anomalies and
Conflicts in Classroom Discourse
Access CourseInfo
for the articles.
|
Mortimer and Machado,
SciEd 84: 429-444 (2000) Driver et al Teaching Science for Understanding p. 133 - 163, 68-80 |
|
|
5 |
9/19 |
|
Understanding by Design p. 20-62, 98 -133 |
CPR 1 calibrations and reviews due, 3:55 p.m.
|
|
6 |
9/26 |
Library Orientation: Action
Research APA citation format Access to on-line resources Quotes, references, citations from an article that refers to another
source |
On-line resources Issues p. 73-95 |
CPR 2 Source Available
|
|
7 |
10/3 |
Assessment and
Evaluation
|
Issues p. 96-129,
208-209 Understanding by Design p. 63-97 Teaching Science for Understanding p. 229 - 259 |
CPR 2 text due by midnight on Saturday, October 7. |
|
8 |
10/10 |
Peer review of semester projects: Projects, hypotheses, and instruments.
|
|
Reading review 1 due |
|
9 |
10/17 |
Standardized Testing The impact of Standards |
Linn Bracey Issues p. 130-149 |
CPR 2 calibrations and reviews due, 3:59 p.m. |
|
10 |
10/24 |
Equity
|
Teaching Science for Understanding p. 261 -279 |
Reading review 2
due (Review of a primary
research article) |
|
11 |
10/31 |
Multicultural
classrooms
|
Issues p. 167 -176 |
|
|
12 |
11/7 |
|
Issues, p. 49-72,
198-207 Teaching Science for Understanding p. 213 - 227 |
|
|
13 |
11/14 |
Education Leadership
and Effecting Change
|
Issues p. 130-154, 162-166 Understanding by
Design p. 134 - 190 |
|
|
14 |
11/22 |
Thanksgiving Recess |
||
|
15 |
11/28 |
Education Leadership and Effecting Change Papert: Connected... Ed Lead 56:25-30, 1998 Issues p. 150 Issues p. 185 Issues p. 140 Issues p. 162 Ed Lead 56: 45-47, 1998 Papert: School Change Issues p. 130 Issues p. 177 Issues p. 192 Papert: Yearners and Schoolers Daedalus 112(2): 123-141 Semester Oral Reports |
Issues p. 177-197 |
|
|
16 |
12/5 |
Past, Present, and
Future Semester Oral Reports Course Evaluation Review |
Issues p. 221-227 |
Written Semester Project
reports due |
FINAL
EXAM
December 12, 2000
4:00-6:45 p.m.
MH 380
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
Option
2:
Review
of the Literature - for students
in the second core course
Option
3:
Project/Thesis
Proposal - for students in the
third core course
Suggested Format for your thesis Proposal ERIC document
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.