Oregon State University
SED 566 Fostering Reflective Discourse in Science and Math Contexts
Fall 2012
Credits: 3, taught online through eCampus on BlackBoard
Instructor:
Dr. Emily H. van Zee
Email:
Emily.vanZee@science.oregonstate.edu
Office:
267 Weniger Hall, OSU, Corvallis, OR 97331
Telephone:
541 737 1880
Skype
vanzeee (note three e’s)
Assistant:
Dr. Matthew Nyman
Email:
Matt.Nyman@oregonstate.edu
Office: 353 Weniger Hall, OSU
Phone: (541) 737-1811
Skype: matt.w.nyman
Office hours: By appointment
OSU Catalog Course Description for SED 566: Examines ways of speaking that foster learning in
science and mathematics contexts such as K-16 classrooms and free-choice learning settings (i.e.
museums, zoos, science camps, etc.). Assignments assume the participant is a K-12 teacher, free-choice
learning educator, enrolled in a graduate licensure program or has access to an educational setting.
Description: Fostering Reflective Discourse in Science and Mathematics Contexts
Topics will include making connections with everyday language, facilitating exploratory talks that elicit
learners’ ideas, enhancing student and teacher questioning practices, nurturing argumentation,
encouraging small group collaborations, engaging learners from diverse backgrounds, facilitating whole
group discussions, and enhancing computer-based interactions.
The course is an elective for participants in the Master’s in Science Education, Master’s in Mathematics
Education or other teacher education programs.
Blackboard: This course will be delivered via Blackboard, your online learning community, where you
will interact with your classmates and instructor. Within the course Blackboard site you will access the
learning materials and syllabus; discuss issues; submit assignments; email other students and the
instructor; participate in online activities; and display your projects.
To preview how an online course works, visit the Ecampus Course Demo. For technical assistance,
Blackboard and otherwise, see http://ecampus.oregonstate.edu/services/technical-help.htm.
Tentative Schedule:
Unit
Focus
Defining the term
reflective discourse
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
1

2
Examining connecting
every day talk with
science/math discourse

Considering research
techniques

Planning a study
Examining talking in
science and mathematics
contexts
3
Considering research
techniques
Planning a study
Examining
teacher/facilitator
questioning practices
4






Considering research
techniques

Planning a study
Examining student/learner
questioning practices
5
Considering research
techniques



Planning a study
Examining argumentation
practices


6
Considering research
techniques
Planning a study

Key Questions
How did you interpret the phrase reflective discourse when
you chose to register for this course?
How has the phrase reflective discourse been used in the
research literature in science, mathematics, technology, and
free-choice learning?
How would you choose to define the phrase "reflective
discourse" to use in your own setting?
What are some findings about connecting everyday talk with
science/math discourse?
What research techniques have been used in studying
connecting everyday talk with science/math discourse?
How might you study connecting everyday talk with
science/math discourse in your own setting?
What are some findings about engaging learners in talking
about science and/or mathematics?
What research techniques have been used in studying math or
science talks?
How might you study engaging learners in math/science
talks and in studying learners’ ideas in your own setting?
What are some findings about what, when, how, and why
teachers in classrooms or facilitators in free-choice learning
settings ask questions in science and mathematics contexts?
What research techniques have been used in studying
teacher/facilitator questioning practices in science and
mathematics contexts?
How might you study teacher/facilitator questioning
practices in your own setting?
What are some findings about what, when, how, and why
students in classrooms or learners in free-choice learning
settings ask questions in science and mathematics contexts?
What research techniques have been used in studying learner
questioning practices in science and mathematics contexts?
How might you study learner questioning practices in your
own setting?
What are some findings about oral argumentation in these
contexts?
What research techniques have been used in studying oral
argumentation in science and mathematics contexts?
How might you study oral argumentation in your own
setting?
Examining small group
collaborations


7
Considering research
techniques
Planning a study
Examining talking about
math and science with
diverse learners
8
Considering research
techniques
Planning a study
Examining
whole group discussions
9
Considering research
techniques
Planning a study
Examining computerbased interactions in
science and math contexts
10
Considering research
techniques

•


What are some findings about small group collaborative
processes in science and mathematics contexts?
What research techniques have been used in studying small
group collaborations in science and mathematics contexts?
How might you study small group collaborations in your
own setting?
What are some findings about talking about math and
science with diverse learners?
What research techniques have been used in studying talking
about math and science with diverse learners?
How might you study talking about math and science with
diverse learners in your own setting?
• What are some findings about whole group discussions in
science and mathematics contexts?
 What research techniques have been used in studying whole
group discussions in science and mathematics contexts?
 How might you study whole group discussion in your own
setting?



What are some findings about computer-based interactions
in science and mathematics contexts?
What research techniques have been used in studying
computer-based interactions in these contexts??
How might you study computer-based interactions in
science and mathematics contexts?
Planning a study
Final
Project

Submit final project for grading
Student Learning Outcomes:
Students will learn to:
1. Define reflective discourse as used in the research literature and as appropriate in the participant’s
setting
2. Analyze examples of talking about math and science in everyday settings and in exploratory ways
that elicit learners’ own ideas, as documented in the research literature and as typically occur in
the participant’s setting
3. Analyze examples of questioning as documented in the research literature and as typically occur
in the participant’s setting
4. Analyze examples of argumentation as documented in the research literature and as typically
occur in the participant’s setting
5. Analyze examples of small group collaborations, whole group discussions, and computer-based
interactions as documented in the research literature and as typically occur in the participant’s
setting
6. Design inquiries into ways to foster reflective discourse in the participant’s setting
7. Document aspects of reflective discourse occurring in the participant’s setting
Assignments
Points
Introduction – Participate in a community of learners by sharing ways in which you
became interested in math and science, engage others in talking and thinking about math
and science, and know and wonder about fostering reflective discourse in these contexts.
10
Unit 1 - Readings/Discussions: State your initial interpretation of the phrase
"reflective discourse" when you chose to register for this course. Browse the readings
and comment upon ways the phrase "reflective discourse" has been used in the research
literature on science, mathematics, technology, and free-choice learning. Construct a
definition of "reflective discourse" to use in your own setting.
30
Unit 2 – Readings/Discussions: Summarize some findings about ways to make
connections to everyday language and science/math discourse in the research literature
in these contexts. Describe research techniques used in such studies. Design a plan to
examine ways to engage learners in making connections among everyday language and
reflective discourse in science and mathematics contexts in your setting. Respond to a
discussion question and provide feedback to your partner.
30
Unit 3 - Readings/Discussions: Browse the readings and summarize some findings from
at least one study about engaging learners in science or mathematics talks. Describe
research techniques used in these studies. Design a plan to examine the use of such
conversations to elicit learners’ ideas in your setting. Respond to a discussion question
and provide feedback to your partner
30
Unit 4 - Readings/Discussions: Browse the readings and summarize some findings from
at least one study about what, when, how, and why teachers and/or free-choice
learning facilitators ask questions in science and mathematics contexts. Describe
research techniques used in these studies. Design a plan to examine the role of
teacher/facilitator questioning practices in fostering reflective discourse in your setting.
Respond to a discussion question and provide feedback to your partner.
30
Unit 5 - Readings/Discussions/Portfolio Plan: Browse the readings and summarize
some findings from at least one study about what, when, how, and why learners ask
questions in science and mathematics contexts. Describe research techniques used in
these studies. Design a plan to examine the role of learner questioning practices in
30
fostering reflective discourse in your setting. Respond to a discussion question and
provide feedback to your partner
Unit 6 – Readings/Discussions: Browse the readings and comment upon ways the term
"argumentation” has been used in the research literature on science, mathematics,
technology, and free-choice learning. Summarize some findings from at least one study
about argumentation in the research literature in these contexts. Describe research
techniques used in study of argumentation in science and mathematics contexts. Design
a plan to examine the role of argumentation in fostering reflective discourse in your
setting. Respond to a discussion question and provide feedback to your partner
30
Unit 7 – Readings/Discussions/Project Plan: Browse the readings and comment upon
ways the phrase "small group collaboration" has been used in the research literature on
science, mathematics, technology, and free-choice learning. Summarize some findings in
at least one study about small group collaborations in the research literature in these
contexts. Describe research techniques used in study of small group collaboration in
science and mathematics contexts. Design a plan to examine the role of small group
collaborations in fostering reflective discourse in your setting. Respond to a discussion
question and provide feedback to your partner.
30
Unit 8 – Readings/Discussions/Project Plan: Summarize some findings about ways to
engage diverse learners in math/science talks in the research literature in these
contexts. Describe research techniques used in such studies. Design a plan to examine
ways to engage diverse learners in fostering reflective discourse in your setting. Respond
to a discussion question and provide feedback to your partner.
30
Unit 9 – Readings/Discussions: Browse the readings and comment upon ways the phrase
"whole group discussion” has been used in the research literature on science,
mathematics, technology, and free-choice learning. Summarize some findings about
whole group discussion in the research literature in these contexts. Describe research
techniques used in studies of whole group discussions in science and mathematics
contexts. Design a plan to examine the role of whole group discussions in fostering
reflective discourse in your setting. Respond to a discussion question and provide
feedback to your partner.
30
Unit 10 – Summarize some findings about computer-based interactions in the research
literature in these contexts. Describe research techniques used in such studies. Design a
plan to examine ways to engage learners in computer-based reflective discourse in
science and mathematics contexts in your setting. Respond to a discussion question and
provide feedback to your partner.
30
Final Project: Draft 1, 2: 20 points each; Final version: 150 points
190
Grading Scale
Note to students: Keep a copy of everything you submit. Letter grades for assignments in the
course will be determined using the following scale:
470-500: A
370-384; C
450-469: A350-369: C435-449: B+
335-349: D+
420-434: B
320-334: D
400-419: B300-319: D385-399: C+
Below 300: F
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All assignments have due dates. Since this course is an online course, the time for
submission on those due dates is no later than midnight Pacific time of the identified date.
If you need to request an extension for an assignment, a request must be made to the
instructor by email prior to the due date. Late points may be deducted at the instructor's
discretion.
A letter grade (A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F) is awarded if the student
completes all work, including the final project.
Extensions: Students may request an extension or an incomplete because of illness or
other extenuating circumstances-if they have been doing acceptable work prior to the
request. The instructor will define the requirements and timelines to complete the work.
Please Note: Instructors are not obligated to give extensions.
Withdrawal: The OSU policy for student withdrawal requests is governed by the OSU
policies that you find at http://ecampus.oregonstate.edu/services/policies-andregulations.htm
Learning resources:
No textbooks are required for this course. All readings will be available free online through the OSU
library or on the Internet. A list of suggested readings will be available on BlackBoard under course
documents. Additional resources include:
Mathematics Standards
 National Council of Teachers of Mathematics (2000). Principles & standards For school
mathematics, http://standards.nctm.org/
 National Council of Teachers of Mathematics (). Curriculum focal points for pre-kindergarten
through grade 8 mathematics:. http://www.nctm.org/standards/focalpoints.aspx?id=282
 Oregon mathematics standards most current presentation of revised mathematics high school
standards http://www.ode.state.or.us/news/announcements/announcement.aspx?=4286
 Oregon Mathematics Adopted K-8 Standards http://www.ode.state.or.us/search/page/?=1148
 Standards for Introductory College Mathematics Before Calculus: Crossroads in
Mathematics.
http://www.imacc.org/standards/
Science Standards
 National Research Council (1996). National Science Education Standards, Washington, DC:
National Academies Press. http://books.nap.edu/catalog.php?record_id=4962
 National Research Council. (2003). Evaluating and improving undergraduate teaching in
science, technology, engineering, and mathematics. Washington, DC:
 National Academies Press. http://www.nap.edu/catalog.php?record_id=10024
 National Research Council (2007). Taking science to school: Learning and teaching science in
grades K-8. (Committee Chairs: R. A. Duschl, H. A. Schweingruber, and A. W. Shouse).


Washington, DC: National Academies Press. http://www.nap.edu/catalog.php?record_id=11625
National Research Council (2009). Learning science in informal environments: People, places,
and pursuits. (Committee Chairs: P. Bell, B. Lewenstein, A. W. Shouse, and M.A. Feder),
Washington, DC: National Academies Press. http://www.nap.edu/catalog.php?record_id=12190
Oregon State Department of Education revised science standards.
http://www.ode.state.or.us/teachlearn/subjects/science/curriculum/2009feb-adopted-k-hscience-standards.pdf
Technology Standards
International Society for Technology in Education. (2007). National Educational
Technology Standards for Students: Connecting Curriculum and Technology. Eugene,
OR: ISTE. Available online: http://cnets.iste.org/students/
International Society for Technology in Education. (2002). National Educational
Technology Standards for Teachers: Preparing Teacher to Use Technology. Eugene,
OR: ISTE. Available online: http://cnets.iste.org/teachers/
Electronic Resources
Oregon State University Library
For free access to a particular article, go to www.orst.edu, click on “library.”
For access to electronic journals click on “Find it” and then click on “E-Journals.”
Enter the name of journal, click on search, click on a source, click on volume number, click on
issue number, scroll down list of articles until find the title. To download, click on pdf.
To search for resources relevant to a topic of interest or by a particular author, click on “Find it”
and then “databases” and select “education” from menu. From the large array of education
databases, a good place to start is ERIC (Educational Resource Information Center). Enter
author’s name to find papers by an individual or enter one of an array of descriptors
.
Google Scholar: http://scholar.google.com/schhp?hl=en&tab=ws
Enter topic in search window. Click on scholar preferences to enter information about OSU’s library in
order for URL’s to be notated with availability through the OSU library.
TSPC/PTCE Expectations:
Conceptual Framework, Knowledge Base, and National and State Guidelines
The Professional Teacher and Counselor Education (PTCE) unit Conceptual Framework is based on four
foundational or core values that are listed below. To find out more about how the knowledge base relates
to the National Council for Accreditation of Teacher Education (NCATE) guidelines, review the
Conceptual Framework at the website: http://oregonstate.edu/education/accreditation/
1. Ethics and Professionalism
2. Reflective Practitioner
3. Lifelong Learners
4. Diversity and Equity
With respect to national standards, this course includes application of NCATE content knowledge,
professional and pedagogical knowledge and skills, dispositions, and student learning. NCATE Unit
Standards: http://www.ncate.org/public/unitStandardsRubrics.asp?ch=4
Oregon TSPC Standards Addressed
The Oregon TSPC Standards embedded in this course include the following:
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Standard 1: Plan Instruction that supports student progress in learning and is appropriate for the
developmental level.
Standard 2: Establish a classroom climate conducive to learning.
Standard 3: Engage students in planned learning activities.
Standard 5: Exhibits professional behaviors, ethics, and values.
Student Support and Expectations:
Statement of Expectations for Student Conduct: http://oregonstate.edu/admin/stucon/achon.htm
Academic Integrity — Students are expected to comply with all regulations pertaining to academic
honesty, defined as: An intentional act of deception in which a student seeks to claim credit for the work
or effort of another person or uses unauthorized materials or fabricated information in any academic
work. For further information, visit Avoiding Academic Dishonesty, or contact the office of Student
Conduct and Mediation at 541-737-3656.
Conduct in this online classroom — Students are expected to conduct themselves in the course (e.g., on
discussion boards, email postings) in compliance with the university's regulations regarding civility.
Students will be expected to treat all others with the same respect as they would want afforded
themselves. Disrespectful behavior to others (such as harassing behavior, personal insults, inappropriate
language) or disruptive behaviors in the course (such as persistent and unreasonable demands for time and
attention both in and out of the classroom) is unacceptable and can result in sanctions as defined by
Oregon Administrative Rules Division 015 Student Conduct Regulations
Course Completion Policy
A student who registers for a Distance Learning course is assigned a "start date" and an "end date." It is
the student's responsibility to note due dates for assignments and to keep up with the course work. If a
student falls behind, she/he must contact the instructor and request an extension of her/his end date in
order to complete the course. It is the prerogative of the instructor to decide whether or not to grant the
request.
Statement Regarding Students with Disabilities
Accommodations are collaborative efforts between students, faculty and Disability Access Services
(DAS). Students with accommodations approved through DAS are responsible for contacting the faculty
member in charge of the course prior to or during the first week of the term to discuss accommodations.
Students who believe they are eligible for accommodations but who have not yet obtained approval
through DAS should contact DAS immediately at 737-4098.
http://oregonstate.edu/dept/budgets/genupol/gupdissu.htm
Plagiarism and Expectations for Student Conduct
You are expected to submit your own work in all your assignments, postings to the discussion board, and
other communications, and to clearly give credit to the work of others when you use it. Academic
dishonesty will result in a grade of “F.” Any student whose work indicates a violation of the OSU
Academic Misconduct Policy (cheating, plagiarism) can expect penalties as described in the Dean of
Students’ webpage: http://oregonstate.edu/admin/stucon/achon.htm
The following link provides information on writing in general and specific guidance on proper citation
techniques. http://cwl.oregonstate.edu/
Civility Policy
The Office of Student Conduct & Community Standards supports the mission of the university by
providing programs and services designed to meet the educational and developmental needs of students in
relation to community standards, civility, accountability, diversity, respect and truth. For details see:
http://ecampus.oregonstate.edu/orientation/success/conduct.htm
Netiquette
 Do not use ALL CAPITALS when speaking to someone electronically! This is rude. As you will
see after you have been working electronically for a while, all capital letters feel as if someone
were shouting at you. Do not write in all bold letters, either. This is rude because it is very hard to
read after awhile.
 Be cautious with irony, humor, and satire. Do not jump to conclusions about others'
communications and try to mark yours appropriately. The :-) (or smiley) is one tool for this
purpose. Remember: You cannot see the people you are communicating with, and they cannot see
you. Because you cannot rely on visual cues, you need to exercise an additional measure of care
when you communicate online.
 If you are truly angry, take a break before responding; get some perspective.
 Contribute; do not just consume. Remember that the Internet is largely composed of volunteers. If
you only take and never give, you are not adding to the diversity that makes the Internet as rich as
it is.
 Be sure to spend some time with a new group. Read their messages and catch the flow of
conversation before you contribute.
 Minimize clutter on the Internet. Think twice before you fire off a message, and keep your
messages short and to the point. This is also called "not wasting bandwidth."
 Be polite. Dialogue on a friendly basis.