ED 422/ED 307 Teaching of Science in the Secondary School

Educational Studies

School of Education

University of Michigan

 

Instructors

Joseph Krajcik

Barb Hug

Charles Dershimer

Melissa Mercer

Office

4109 SEB

4045 SEB`

4039 SEB`

2327 East Hall

Phone

647-0597 (o)

647-3617 (o)

734-231-7680 (cell)

615-9603 (o) 214-1281 (h)

email

krajcik@umich.edu

barbhug@umich.edu

dersh@umich.edu,

mmercer@umich.edu

Office Hours: Wednesday, 1:30 -- 3:30 (Krajcik)

Time/Location Course: Monday & Wednesday 4 -- 5:30 pm, 2241 SEB

Practicum Seminar: Friday 12 --1 or 1 - 2, 2241 SEB

Practicum: Monday /Wednesday or Tuesday /Thursday (6 hours/wk in schools)

 

COURSE OVERVIEW

Designed for individuals planning to teach middle or high school science, this course explores both the teacher's and the students' role in the secondary science classroom. As prospective teachers we will focus on the role of the teacher, but always with reference to the ways in which teachers interact with students to create positive environments that foster inquiry and promote learning. We will touch on numerous aspects of science classrooms including: designing curriculum, planning lessons, determining and adapting appropriate teaching methods, promoting inquiry, fostering dialogue, meeting district and national standards, using technology to promote learning, and assessing students' learning.

COURSE PREREQUISITES

Admittance to the Teacher Education Program.

DRIVING QUESTION for the Course

The following question will be the focus of our work in this class: What can a teacher do to promote motivation and learning in science classrooms? In addressing this question, we will focus on two topics that concern us as teachers: teaching and learning.

COURSE OBJECTIVES

During the semester, emphasis will be placed on exploring appropriate teaching models that reflect the nature, method and content of science, the characteristics of students, and the nature of the instructional setting. The major course goal is to provide you with appropriate experiences for initial growth as a professional science educator and the knowledge and tools to develop further. As perspective teachers, you will become designers of instructional materials. You will utilize the principles of design in developing lessons, curriculum, and assessments.

As the result of the course, you will gain experiences in:

1. synthesizing a rationale for science teaching.

2. designing curriculum materials and instruction for teaching the content and processes of science in a way that addresses National Science Education Standards and accounts for the nature of science and the nature of the learner.

3. utilizing specific teaching methods that encourage inquiry and construction of understanding.

4. modifying curriculum materials and instruction to meet the needs of various student populations.

5. developing means of assessing student learning.

COURSE ACTIVITIES AND EVALUATION (for Methods and Practicum)

Your performance will be evaluated on the following:

Materials Review:

Design Lesson Plans and Sharing:

Project/Unit Design:

As part of the unit design, students will include a design rationale based upon course content.

Classroom Teaching:

Critique of Your Teaching:

Class Participation/readings:

Practicum:

Reflective Writing:

 

Yep &emdash; the class has lots and lots of work. However, it is all geared at making you the best possible science teacher!

 

Assessment Scheme: Assignments are due on the dates noted below.

Assignment

Percent of Grade
Due Date

Materials Review

Curriculum Review

Professional Journals Review

 

10

5

 

10/11

Assigned Dates

Philosophy of teaching

10
9/13 & 12/21

Lesson 1

Revision (optional)

10
10/9

10/16

Lesson 2

Revision (optional)

10
10/23

11/1

Lesson 3

Revision (optional)

10
11/16

11/23

Lesson 1, 2, or 3 Demonstration

5
Assigned Dates

Project/Unit Design

Draft 1

Introduction

Project Map

Concept Map

Student Conversations

Draft 1 conference

Draft 2 (final)

Revised Draft 1

Lesson Plans

Calendar

20

 

 

 

 

 

 

 11/10

 

 

 

10/27

 

12/6

 

 

 

Critique of teaching (collaborating teacher and/or student comments)

15
12/21

Class Participation

Questions on reading

5
9/ 6 - 12/13

Required Materials (available at Ulrich’s Bookstore)

  • Chiappetta, E. L., Kaballa, T. R. Jr. and Collette, A. T. ( 1998) Science Instruction in the Middle and Secondary Schools, Fourth Edition. Merrill, Prentice-Hall.

    National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.

    Benchmark on-line: http://www.project2061.org/tools/benchol/bolframe.html

    Flynn Scientific Catalog on Safety

  • Recommended Textbooks (available at Ulrich’s Bookstore)

    AAAS. (1993). Benchmarks for Science Literacy. New York: Oxford University Press.

    Ingram, M. (1993). Bottle Biology. Dubuque, IA: Kendall/Hunt Publishing Company.

    Liem, T. L. (1984). Invitations to Inquiry. Lexington, MA: Ginn Custom Publishing.

    Morholt, E. and Brandwein, P. A Sourcebook for the Biological Sciences. Chicago, IL; Harcourt Brace Jovanovich, Publishers.

    Rutherford, F.J. & Ahlgren, A. (1990). Science for All Americans. Oxford University Press.

    Readings On Reserve

    Arons, Arnold (1990). Teaching Physics

    Krajcik, J.S., Czerniak, C., & Berger, C. (1999). Teaching Children Science: A Project-Based Approach. McGraw-Hill: Boston, MA.

  • Michigan Department of Education (1991). Michigan Essential Goals and Objectives for Science Education (K &emdash; 12).

    Rutherford, F.J. & Ahlgren, A. (1990). Science for All Americans. Oxford University Press.