EDCI 365: Teaching Science in the Elementary School
Monday:
Fall 2003
Instructor:
Maria Surma Phone: (219) 324-9711 e-mail: mailto:qmsurma@csinet.net
Office Hours:
I would be happy to talk with you before class (1 try to be at PNC around
How do children come to understand ideas in science? What classroom
conditions facilitate children's understanding of science? What do teachers
need to know and do to create such conditions? These broad questions will serve
as the foundation for this science methods course. You will explore these
questions through thinking about yourself as a science learner; by reflecting
upon your own and others' science teaching; and through reading, writing about,
and discussing ideas about science teaching and learning.
The purposes of this course include helping you to:
¨ clarify and refine your beliefs about teaching and
learning science;
¨ become aware of children's ideas in science and how
they influence learning;
¨ learn, practice, and reflect upon teaching strategies
commensurate with your beliefs and knowledge about how children learn science;
¨ evaluate published elementary science textbooks and
alternative curriculum materials; understand ways to assess student learning in
science;
¨ gain sensitivity to the needs of diverse learners in
science.
By the end of this course, you should be able to:
¨ present and defend your beliefs about elementary
science teaching and learning;
¨ explain why science should be part of the elementary
school curriculum;
¨ use questions to uncover student concepts and
cognitive abilities;
¨ use teaching strategies that facilitate student
interest and learning in science;
¨ plan a unit of science instruction based on a model of
conceptual change teaching;
¨ reflect upon your teaching, noting areas of strength
and needed improvement;
¨ compare and evaluate selected elementary science curriculum
materials.
The course will address the following topics:
¨ Engaging Students with Phenomena
¨ Providing a Sense of Purpose
¨ Promoting Student Thinking about Phenomena
¨ Taking Account of Student Ideas
¨ The Social Dimensions of Science Classrooms
¨ Assessing Progress
¨ Approaches to Teaching Science
¨ Enhancing the Learning Environment for All Learners
An important part of the course is participation in a field experience
at local elementary schools. You will be part of a group of three students
paired with an upper elementary classroom. There are four scheduled visits to
the schools this semester, during the weeks of September 15, October 6,
November 3, and December 1.
Harlen, W. (Ed.). (1985). Primary Science…taking the plunge: How to
teach primary science more effectively.
Packet from Office Max
(Please note: Due dates may change depending on course schedule)
1.
Attendance,
Participation, and Reflections: Because
of the interactive nature of this course, regular attendance and high quality
participation is expected. Each weekly attendance is worth 3 points (15 weeks).
There is no distinction between “excused” or “unexcused” absences in EDCI 365,
but perfect attendance results in 5 bonus points while one absence will not
affect one’s grade. 40 points
2.
Written Reflections: You will be asked to reflect in writing about course activities and
readings throughout the course. Each written reflection will be worth 5 points.
65 points
3.
Small Group
Science Lesson: This activity will
allow you to "get your feet wet" in terms of science teaching by
planning a short lesson and carrying it out with a small group of students at
your field experience site. (Due 10/6) 40
points
4.
Moon Watch
Notebook: To help you think about
teaching science, it is important for you to think about yourself as a science
learner. In this activity you will make observations of the moon, invent
explanations that fit your observations, and reflect on the experience. (Due
10/20) 40 points
5.
Interview: It is critical in your science teaching that you
understand your students' ideas as you design learning experiences. One way to
assess student ideas is through individual interviews. In this assignment you
will design an interview, interview 2 children, record
and transcribe the interview, analyze the findings, and compare your findings
with other students. (Due 11/17) 40
points
6.
Team Unit
Plan: When you begin classroom
science teaching, a major task you will face is developing curriculum in the
form of science units. For this major course assignment, you will work with a
team to design and enact a series of science lessons at a local elementary
school. (Due Week of 12/1) 75 points
7.
Final Exam: The final exam will consist of essay questions that
require you to synthesize your ideas about elementary science teaching and
learning.(12/15) 100 points
All assignments will be graded using criterion-referenced methods. That
is, they will be scored against a specific set of standards. Prior to turning
in the assignment you will receive the grading rubric I will use to evaluate
your work. Your final grade will be calculated based on a percentage of 400
total possible points: 90-100%=A; 80-89%=8; 70-79%=C; 60-69%=D.
The policy for class cancellations is as follows: If PNC is closed due
to inclement weather at we will not have class.
I strongly recommend that you join the
membership includes a subscription to Science and Children
membership includes a subscription to CESI Science.
membership includes a subscription to the Hoosier Science Teacher
It is also a good idea to
join the Elementary Science Methods Student's Listserv--you will need to have
an active email account to do this. http://lotus.doe.state.in.us/mailman/listinfo/science