Syllabus
EDEC/MG 335.1 - Science Methods
William M. Brown, Ph.D.
Piedmont College, School of
Education
I. Course Information:
Science Methods – EDEC/MG
335.1 3 Credit
Hours
Prerequisites: CHEM/PHY 111
and 112 or other approved lab sequence.
Field Experience: Required
William
M. Brown, Ph.D.
Office:
Martens Botanical Center
Phone: (706) 778-3000 x1232
Email: bbrown@piedmont.edu Fax # (706) 776-9608
Office Hours: Monday/Wednesday
11-12: Monday-Thursday 8-8:30am
Days
and Time: M, W, F 12:30 – 1:20pm
Class
Location: Martens Botanical Center
IV. Text: Wagner, J. & Fiero, A.
(2001).Science Big 8 Review. N&N Publishing: NY.
Rezba, R., Sprague, C.,
Fiel, R. & Funk, H.J. (1995). Learning & Assessing
Science Process Skills
(3rd ed). Kendall/Hunt:IA.
Piedmont College Mission:
Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.
To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs. Instructional opportunities are also provided at distant locations to meet student needs.
School of Education Mission
& Philosophy:
The theme of the School of
Education is “Preparing Proactive Educators to Improve the Lives of
Children.” Reinforcing the mission of
Piedmont College, the School of Education strives to prepare reflective,
scholarly, proactive educators. These
practitioners effectively educate their own students to become knowledgeable,
inquisitive, and collaborative learners in diverse, democratic learning
communities.
Specific ideals under-gird
our conceptual framework. We advocate
the democratic ideals of: equal rights and opportunities; individual freedom
and responsibility; responsibility for the greater good; respect for diversity;
openness to possibilities; and open, informed discourse.
We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings. Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).
VI. Course Description and Purpose:
Science is an inquiry-oriented, human activity that has existed for a
long time. This course is a study of objectives, experiences and methods of
teaching science in the public school. Basic (pure) science provides the
research for new knowledge and modifications of previous knowledge. Applied
science uses this knowledge to develop and improve ways that society may better
employ the discoveries. In short, basic science provides information while
applied science finds uses for the information. The objective of this course is
to understand and improve, in a practical way, the use of basic science skills
(observing, classifying, measuring, inferring, predicting) and applied science
skills (generating hypotheses, data collecting, drawing conclusions) for which
future teachers may be prepared to use in the P-8 grade levels.
Core Candidate Learning Outcomes (CCLO):
The following outcomes,
adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and
Support Consortium), are addressed in this course.
1)
Learning Environment: The proactive teacher uses an understanding
of individual and group motivation to create a caring learning environment that
encourages positive social interaction, active engagement in learning, self
regulation and collaboration. The
teacher additionally fosters the ideals of a democratic classroom by
treating students fairly and justly, providing intellectual challenge, and
supporting students as they pursue knowledge and understanding.
2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
3)
Student Learning: The reflective teacher understands how
students develop and learn and can provide well-managed learning opportunities
that support students’ intellectual, social, and personal growth.
4)
Diversity:
The teacher committed to the ideals of the democratic classroom
understands that learners are the products of their innate
talents/disabilities, preferred learning styles, and cultural experiences and
can adapt instruction to meet diverse needs.
5)
Instructional Strategies: The teacher understands and uses a variety of
instructional strategies to proactively encourage the development of
student critical thinking, problem solving, and performance skills.
6)
Assessment Strategies: The teacher understands and uses a variety of
assessment strategies to encourage the continual intellectual, social, and
personal growth of students to become knowledgeable, inquisitive
learners.
7)
Communication and Technology: The proactive teacher uses knowledge of
effective verbal, non-verbal, and media communication techniques and
technologies to foster active inquiry, collaboration, and supportive
interaction in the classroom.
8)
Planning Instruction: The reflective, scholarly, and knowledgeable teacher
plans and manages instruction based upon knowledge of subject matter/pedagogy,
students, the community, and curriculum goals.
9)
Reflection and Professional Development: The teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and
actions upon others, and who proactively seeks opportunities for the
continual development of a personal pedagogy.
10) Collaboration and Relationships: The proactive teacher
communicates and interacts through democratic processes with other educators,
parents/families, and the community to support student learning and well being.
VIII. Course Outcomes:
Aligned with the National
Standards for Science Education, upon successful completion of this course, it
is expected that a student will be able to:
1. Analyze and select specific science concepts,
processes, printed materials and activities to assemble and synthesize for
science lessons. CLO 2
2. Develop
a more effective capacity to use the
Internet for teaching science. CLO 7
3. Analyze and evaluate the Quality Core
Curriculum and the National Science Standards. CLO
4. Develop a more effective capacity in the
preparation of inductive and deductive teaching and lessons. CLO 5
5. Develop the ability to apply science concepts
and theory to real world experiences. CLO 8
6. Learn how to involve children of varying
abilities and backgrounds with concepts and processes in science. CLO 4
7. Develop a knowledge relating stages of
development to the teaching of science. CLO 3
8. Develop a knowledge of group responsibilities
and relationships through science classroom laboratory and learning centers. CLO
I
9. Develop skills in
observing and assessing science processes used by children participating in
science activities. CLO 6
IX. Course Policies & Procedures
a. Attendance/Class Participation Policy
This
course requires your participation in hands-on activities that cannot be
duplicated at another time. Attendance, timeliness, and participation are
required and part of your grade. The School of Education policy states that
more than the allotted number of excused absences for any reason will result in
failure of the course. The allotted number of excused absences is as
follows:
·
Day
classes meeting three times a week for entire semester: 6 absences
·
Day
classes meeting two times a week for entire semester: 4 absences
·
All
eight-week classes: 1 absence
·
Evening
classes meeting for entire semester 3 absences
Only those absences due to
emergencies will be excused. Work missed due to an excused absence may be made
up. It is the student's responsibility to inform the professor in writing how
he/she plans to make up the missed work. Any student who misses more than the
allowable number of classes will be asked to drop the course or will receive an
"F" at the end of the semester. Please contact the professor prior to
an absence when possible.
Active participation means
that every student prepares for class by reading the text and/or other assigned
readings and that each student actively participates in discussions and
activities conducted during class.
b. Written Work
Unless told otherwise, all
written work for this course is to be typed, double-spaced, 12 pt., 1"
margins (top, bottom, left, right), error-free, grammatically correct, and
using one of the following fonts: Bookman, Times New Roman, Geneva, or
Palatino. It must conform to the style found in the Publication Manual of the
American Psychological Association, (4th Ed.).
Make good use of writing
references such as dictionaries, writing handbooks, and
computer spelling and
grammar checks. Each paper should have a cover page for all work with your name,
course number, date and assignment clearly typed on the front. DO NOT USE
PLASTIC COVERS OR FOLDERS!! Always keep a duplicate copy for your own records
of everything you turn in. Any assigned work is due at the beginning of the
scheduled period for the due date.
c. Professionalism/Code of Ethics/Academic Integrity
Academic Integrity
By accepting admission to
Piedmont College, each student makes a commitment to understand, support, and
abide by the "Academic Integrity Policy" without compromise or exception.
This class will be conducted in strict observance of the policy. Please refer
to the Piedmont College catalog or student handbook for our policy concerning
details.
Plagiarism: All work submitted must be your original work created in, and for, this
course. Ultimately, each student will be held individually responsible to
complete all assignments. The ideas and/or concepts of any individually
assigned work may be discussed with another student(s). However, the handing in
and/or presentation of any individual assignment is considered to be only the
representation of the individual's original words or ideas who hands in the
work, and designed and written only by the individual who hands in the
assignment.
Collaborative/Cooperative Work: Collaborative/cooperative work may be assigned.
Collaborative/cooperative work will be the representation of the collaborative
group's words and/or ideas of those who hand in the assignment. All names of
the collaborating students who complete the work will be written on the one
assignment handed in and one grade for all will be assigned. Any student who
does not agree with the collaborative effort of a group he/she is working with
may, on or prior to the due date, hand in their individual effort and receive
credit and a grade aside from the collaborative group.
Double Dipping: Double
dipping, i.e. presenting an assignment for another course as well as for this
course, is not permitted. If you are not sure that you are "double
dipping" which will be discussed in class, it is your responsibility to
consult with the course instructors involved.
State of Georgia Professional Practices Commission
Code of Ethics
The State of Georgia
Professional Practices Commission has adopted a Code of Ethics for professional
educators. A complete text of the Georgia Code of Ethics is on file at the
Division of Education office. Based upon this code, expectations for
professional conduct have been outlined by the Division of Education faculty as
a minimum standard to which students enrolled in all teacher education programs
will be held. These include:
·
interacts
in a professional, cooperative way with faculty, staff, peers, and children;
treating all others with dignity and respect;
·
is
regular and prompt in attendance;
·
meets
deadlines and get assignments in on time;
·
demonstrates
a strong knowledge base and seek to improve competence
·
through
continuous learning;
·
models
correct use of oral and written standard English; · keeps current on
developments in pedagogical methods; · exhibits enthusiasm in teaching and
learning;
·
demonstrates
a strong personal moral code and sound character exemplified by honesty,
fairness, courage, dependability, and generosity worthy of respect and trust; ·
demonstrates emotional suitability for teaching;
·
does
not violate civil and criminal laws or the Piedmont College student
·
conduct
code.
d. Special Considerations:
Disabilities
Piedmont College makes every effort to provide candidates with learning disabilities equal access to all academic programs. Reasonable and appropriate accommodations are coordinated through the Academic Support Office. Candidates are obligated to self-disclose and are responsible for providing accurate and current (not older than three years) documentation of their learning disability to the Director of Academic Support before receiving accommodations. Candidates with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special needs known to the professor/instructor during the first class session.
If
any member of the class believes he/she has a disability, please advise me of
the desired accommodations by the end of the first week of class or as soon as
you have written documentation. I will work with you to provide reasonable
accommodations to ensure that you have a fair opportunity to perform and
participate in class.
e.
Assignments
Throughout this course I
would like you to consider the difference between doing only what is expected
to get a certain grade and learning for learning's sake.
Completion of all
assignments is required to pass this course. There will be performance
and written assessments. Students are expected to come to class having read in
advance, and prepared to discuss and record notes for the assigned material of
the week. Non-participation and preparedness will be reflected in the final
grade for the course. If any course work is missed, it is the student's
responsibility to contact the instructor as soon as possible to make up the
work. Identify a "class buddy" who will pick up papers, etc. in case
of your absence. Please keep in mind that you are responsible for the reading
assignments even if we do not go over them in class. If for some reason, the
instructor is not present for a class, test, etc., assume we will continue with
the same topic during the next regularly scheduled meeting time.
Any work may be turned in at
an earlier date than assigned. Any assigned work is due at the beginning of the
scheduled period for the due date. There will be no late assignments, unless
the instructor grants consent. Students absent form class due to documented
medical problems, professional obligations and/or death in the family will be
permitted to extend handing in an assignment to one more week. Otherwise, and
only with the instructor's permission prior to the due time and date,
assignments will not be permitted to be handed in more than 3 days late.
Otherwise, they will be assigned an "F" grade. Make-up tests may be
arranged if a reason for missing the original test is justified.
1. Instructional Methods
This
class will operate as a democratic classroom.
Candidates will engage in shared decision making and in taking responsibility
for making the classroom the best it can be.
Interactive discussions and problem solving will be emphasized where all
ideas and contributions are explored and respected. Various approaches will be utilized by the candidates and
professor including: lecture, demonstrations, observations, class discussions,
small group discussions, cooperative group work, field observations, use of
educational technology, student presentations, readings, writings, listening,
questioning, and formative and summative evaluations.
Learning to Learn for Learning's Sake
Throughout
this course I would like you to consider the difference between doing only what
is expected to get a certain grade and learning. Active dialogue is critical in this course, whether in class, e-mail
or through the Weekly Reaction/Reflection Papers. Be involved and question
course content and discussions. Place
the responsibility of your students’ futures on that which we do in this
course. Much of who you will be as a
teacher rests in that which you do and view as a student.
“I cannot teach you anything, I can only help you think” – Socrates
2. Description of Assignments
The following represents the list of activities and assignments that will meet the course objectives. We will discuss these, as well as refine or add activities to assure the mastery of the stated course objectives:
a. Content Reinforcement - Competency in Science Units -
Quiz Questions CLO 2
Each week, 10-30 questions
will be taken directly from the text, Science Big 8 Review (Wagner & Fiero
(2001) and given as a quiz. These questions, taken directly from the text, may,
and should be, studied beforehand along with the required reading of the units
in the text. These questions are designed to help prepare and test you for the
content knowledge required to teach science.
Science Big
8 Review
Review for Wednesday, August
28th
Unit 2 – Living Environment
Key Idea #1
Review
Multiple Choice pg. 67-68
Constructed Responses Pg. 69
Review for Wednesday,
September 5th
Key Idea #2
Review
Multiple Choice pg. 78-79
Constructed Responses Pg. 79
Review for Wednesday,
September 12th
Key Idea #3
Review
Multiple Choice pg. 87-89
Constructed Responses Pg. 89-90
Review for
Wednesday, September 19th
Unit 2 – Living Environment
Key Idea #4
Review
Multiple Choice pg. 97-98
Constructed Responses Pg. 98-99
Review for
Wednesday, September 26th
Key Idea #5
Review
Multiple Choice pg. 106-107
Constructed Responses Pg. 107
Review for Wednesday, October
2nd
Key Idea #6
Review
Multiple Choice pg. 116-117
Constructed Responses Pg. 117-118
Review for Wednesday, October
9th
Key Idea #7
Review
Multiple Choice pg. 126-127
Constructed Responses Pg. 127-128
Review for Wednesday,
October 16th
Unit 3 – Physical Setting
Key Idea #1
Review
Multiple Choice pg. 139-141
Constructed Responses Pg. 141-144
Review for Wednesday,
October 23
Key Idea #2
Review
Multiple Choice pg. 170-173
Constructed Responses Pg. 173-174
Review for Wednesday, October
30th
Key Idea #3
Review
Multiple Choice pg. 187-189
Constructed Responses Pg. 189-192
Review for Wednesday,
November 6th
Key Idea #4
Review
Multiple Choice pg. 206-210
Constructed Responses Pg. 211-212
Review for
Wednesday, November 13th
Multiple Choice pg. 222-223
Constructed Responses Pg. 223-224
Review for
Wednesday, November 20th
Unit 4 Skills for the
Living Environment & Physical Setting
Key Idea #1
Review
Multiple Choice pg. 243-247
Constructed Responses Pg. 247-248
b. SCIS
Learning Cycle Mastery CLO 2, 5
Each
student will be responsible to master the format of the Learning Cycle from the
Science Curriculum Improvement Study (SCIS) program discussed in class.