Educational Studies School of Education University of Michigan
Fall, 1997 Time: Wednesday, 3 PM-6 PM Room: 2211 School of Education Joseph Krajcik, Associate Professor of Science Education Office: 1323 SEB Office hours: Thursday 3 PM-5 PM & by appointment Phone: 747-0597 E-mail: krajcik@umich.edu
Designed for everyone involved in one of the projects that has project-based science as the foundation --the Investigators' WorkShop, Middle Years Digital Library, Community Science Connection and Science Learning in Context, Center for Learning Technologies in Urban Schools -- ED 737 will allow us to explore key ideas at the foundation of project-based science.
We have made great progress in working with teachers and students in classrooms, in tool development, and in curriculum development. However, because of these successful efforts, we have not explored together the basic ideas underlying project-based science. We have used terms like "driving question, CERA, inquiry, collaboration, artifacts, and learner centered design" too loosely without examining what each of these important constructs mean. ED 737 is designed to help us build our understanding of the concepts behind our work.
Meaningful learning occurs when people find solutions to authentic problems.
What are project-based science learning environments? What makes a good driving question? What can we realistically expect of students doing inquiry? How can technology support students do inquiry? What kind of scaffolds can teachers provide to support inquiry? What are all the tools in the Investigators' Workshop and what is the theory behind their design? How do you design a curriculum that has a project-based science structure? How can you promote professional development? What is the role of collaboration, enactment, reflection and adaptation in professional development? How do you create project-based science learning environments?
ED 737, Understanding Project-based Science, will allow us to explore these questions and many more.
Course grades are determined from the results of products, presentations, and course participation. Although each assignment is weighted, I will assess your performance from a total perspective, taking into consideration your professional goals and background.
|
Assignment |
Percent of Grade |
Tentative Due Date |
|
Readings/discussion leader |
15% |
variable |
|
Software/curriculum presentation |
15% |
variable |
|
|
Oct. 28th | |
|
Course Project and presentation |
35% |
11/26, 12/3, 12/15 |
|
Putting it together activity |
15% |
10/28 |
|
Class participation |
20% |
variable |
Session 1: Sept. 3rd, Class Overview
Session 2: Sept. 9th, Theoretical Foundations
Session 3: Sept. 17th, Theoretical Foundations
Session 4: Sept. 24th, Learning Technologies
Session 5: Oct. 1st, Learning Technologies
Session 6: Oct. 8th, How it all fits together
Session 7: Oct. 15th, Professional Development: CERA
Session 8: Oct. 22cd, Learning Technologies for Professional Development
Session 9: Oct. 28th, Synthesizing what we have learned
Session 10: Nov. 5th, A look at our research
Session 11: Nov. 12th, The Various Projects
Session 12: Nov. 19th, The Various Projects
Session 13 Nov. 26th, Project Presentations and Feedback
Session 14 Dec. 3rd, Project Presentations and Feedback
Center for Highly Interactive Computing for Education
University of Michigan Digital Library: Teaching and Learning Project
Project-based Science Home page
Readings for Understanding Project based Science.
