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
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 |
|
|
Materials Review Curriculum Review Professional Journals Review |
5 |
Assigned Dates |
Philosophy of teaching |
|
|
Lesson 1 Revision (optional) |
|
10/16 |
Lesson 2 Revision (optional) |
|
11/1 |
Lesson 3 Revision (optional) |
|
11/23 |
Lesson 1, 2, or 3 Demonstration |
|
|
Project/Unit Design Draft 1 Introduction Project Map Concept Map Student Conversations Draft 1 conference Draft 2 (final) Revised Draft 1 Lesson Plans Calendar |
|
10/27
12/6
|
Critique of teaching (collaborating teacher and/or student comments) |
|
|
Class Participation Questions on reading |
|
|
Required Materials (available at Ulrichs Bookstore)
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 Ulrichs 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 PhysicsKrajcik, J.S., Czerniak, C., & Berger, C. (1999). Teaching Children Science: A Project-Based Approach. McGraw-Hill: Boston, MA.
Rutherford, F.J. & Ahlgren, A. (1990). Science for All Americans. Oxford University Press.