 |
Wednesday, Thursday, or Friday 9:00 - 11:50 Instructor: Monica Hartman (810) 939-3749 mlhartma@umich.edu |
TE 804 -Science Methods
Wednesday, Thursday, or Friday
9:00 - 11:50
Instructor: Monica Hartman
(810) 939-3749
mlhartma@umich.edu
| WEEK |
|
READINGS FOR CLASS |
|
| March 29 | What is Science?
What is the Nature of Science? A Model of Learning |
Bloom: Chapter 3
The Nature of Science |
Reflection paper. Topic: A Model of Learning
Consider a science lesson you taught this year. Analyze the elements of that lesson and describe how they "fit" with the environments we discussed in our Model of Learning. |
| April 12 | Teaching for Conceptual Change
Developing Thinking Skills Earth Science: The Water Cycle |
Bloom: Chapter 5
Children's Talk |
Find an article on a science topic, choose a
children's science trade book, or write your own expository text on a science topic. Write at least one question from each thinking skill level that would be appropriate for assessing students' understanding of the text. You may work in a small group for this assignment. If two are in the group, then there should be at least two questions for each level. Bring enough copies of this assignment to share with the class. |
| April 19 | Constructivism
Misconceptions Alternative Frameworks Physical Science: Electricity
|
(1998). Hewson, Beeth, Thorley.
Teaching for Conceptual Change. International Handbook of Science Education ( p. 199-218). Kluwer Academic Publishers |
Reflection Paper:
TBA |
| April 26 | Michigan
Curriculum Framework
Designing and Using Rubrics Investigations Physical Science: Sound |
Bloom: Chapter 6
Assessing Children's Thinking, Learning, and Talk |
|
| May 3 | Recognizing Students' Prior Knowledge
Misconceptions Life Science:
|
Bloom: Chapter 8
Classroom as a Community of Young Scientists Bloom: Chapter 9
|
During this five week portion of TE804, students will have an opportunity to reflect on their ideas of what science is and how children come to know science. Students will reflect individually as well as socially on their experiences teaching science during their fall and spring semesters and connect those experiences to the latest research in science education. Topics covered include: the nature of science, teaching for conceptual change, constructivism, misconceptions or altenative frameworks, and State and National reform efforts.
EXPECTATIONS:
Readings listed for each class should be completed
before the
class meets. Assignments are due the following week. They may be turned
in during the class meeting time or electronically the day they are due.
Time is limited so attendance and punctuality are expected.
GRADING:
100 points will be divided among the assignments and class participation
in the following manner:
First Assignment, Reflection Paper, A Model of Learning - 20 points
Second Assignment, Thinking Skills - 30 points
Third Assignment, Reflection Paper - 30 points
Class Participation and Attendance - 20 points
TEXT:
| Bloom, Jeffrey W. (1998)
Creating a Classroom Community of Young Scientists: A Desktop Companion. Irwin Publishing, Toronto. Available from publisher. 800-805-1083 |
OPTIONAL:
Michigan Essential Goals and Objectives for Science Education K-12.
(1991) Michigan State Board of Education
Available from:
The Michigan Center for
Career and Technical Education
230 Erickson Hall
Michigan State University
East Lansing, MI 48824-1034
800 292-1606 or 517 353-4397
Michigan Curriculum
Framework, Michigan Department of Education
Also available from The Michigan Center
| World Wide Highs | United States Highs |
| World City Cards | United States City cards |
| List of World Cities | List of US Cities |
Here are the questions we designed for each thinking skill level for the water cycle activity: Skills for Thinking as Applied to the Water Cycle
Michigan Science Teachers Association