Science 750: Science Teaching for Scientists
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(An Introduction to Science Education, Pedagogy, and Partnership)
Fall 2008, Mondays, 4-6 pm
Hensill Hall 245
“If research universities marshal their collective will to reform science education, the impact could be far-reaching…Our
faculty will be experimentalists in their teaching, bringing the rigor of the research lab to their classrooms and developing as
teachers throughout their careers. Classrooms will be redesigned to encourage dialogue among students, and they will be
filled with collaborating students and teachers.”
-from “Scientific Teaching” by Jo Handelsman, et. al.
“I have repeatedly argued that the future of science requires that scientists take their teaching just as seriously as they take
their science. This will require that we use scientific evidence to test and improve the effectiveness [of our teaching].”
– Bruce Alberts, Professor of Biochemistry, UCSF & Former President National Academy of Sciences
Instructor:
Allison Busch, MA
Lecturer, College of Science of Engineering
SEPAL Senior Program Coordinator
akbusch@sfsu.edu, (415) 405-3756
Office Hours: Fridays, 10:00 am – 12:00 pm, or by appointment (Hensill Hall 236)
Course Credit: 2 units seminar, to be taken concurrently with SCI 751 (2 units, fieldwork component)
Course Description: This course is designed to support SFSU graduate student scientists teaching in
science classrooms and provide an introduction to issues in teaching and learning and the larger context
of science education. Weekly seminars will include both instructor-driven and graduate student scientistdriven discussions of science teaching and learning.
Course Goals:
• To introduce scientists to science teaching strategies and build their knowledge of inquiry, assessment,
and equity approaches in science classrooms
• To engage graduate student scientists in reflecting on their own teaching and constructing a Statement
of Teaching Philosophy
• To support graduate student scientists in developing an iterative and evidence-based approach to
science teaching
• To develop scientists who are hybrid professionals with the skills to bridge the communities of
university research science and science teaching throughout their careers
To these ends, the course will engage graduate student scientists in discussions, activities, and
reflections that support them in: exploring teaching science as inquiry, examining issues of student
diversity and equity in science, facilitating educational discussions among scientific colleagues,
developing and analyzing educational assessments, and accessing the educational research literature.
Sci 750: Science Teaching for Scientists
Allison Busch, Instructor
San Francisco State University
Fall 2008
Student Learning Objectives:
 Students will learn how to promote active student participation
 Students will learn how to use a variety of assessment techniques to reveal student thinking and
help guide teaching
 Students will learn how to design science lessons to accommodate diverse learning styles
 Students will learn how to effectively communicate their research to non-scientists
 Students will learn to identify dilemmas in their own teaching and strategize possible solutions
 Students will develop professional goals for continually growing as scientist educators
Course Requirements:
• Attend weekly seminar, Mondays 4:00 – 6:00 pm. Absences must be approved by instructors prior to
class.
• Prepare for weekly seminar by completing readings, leading and/or facilitating discussions, and writing
reflections.
• Submit a weekly Reflective Journal entry by email
• Develop and teach a “Research Lesson” to convey your individual research project to younger students
• Participate in data collection in your classroom evidence collection project
• Come prepared for class with binder and paper for taking notes and recording observations
iLearn
Assignments, class agendas, and class handouts will be posted iLearn (ilearn.sfsu.edu). In addition,
questions and comments can be posted on iLearn, which we hope can serve as a forum for a variety of
discussions related to the course.
Course Components/Grading Scheme:
Attendance and class participation is essential. All absences must be approved by the instructor in
advance.
COURSE COMPONENT
Reflection
Weekly Reflections (14 @ 10 points each)
Participation
Weekly Attendance and Participation (14 @ 10 points each)
Teaching Coaching Session (schedule, participate, reflect)
Class Projects
Research Lesson
Classroom Evidence Collection Project
Statement of Teaching Philosophy
Final Semester Reflection
TOTAL
TOTAL POINTS
% OF
GRADE
140
21.5%
140
70
21.5%
75
75
75
75
11.5%
650
100%
11%
11.5%
11.5%
11.5%
Sci 750: Science Teaching for Scientists
Allison Busch, Instructor
San Francisco State University
Fall 2008
Course Topic Sequence and Timeline
(This schedule is approximate and absolutely subject to change…)
Who are we? What is good science? What is good science teaching?
 Mystery Box: Exploring inquiry-based science teaching and learning
 Reflections on the new intellectual frontiers for scientists in science education
What does it mean to be a scientist educator? How do we provide students opportunities to develop
September 15
habits of mind of scientists?
INQUIRY
 Discussion of reading on Scientific Teaching
 Station Activity: Learning of Science like the Doing of Science
How do we decide what to teach? What is most important for students to know?
September 22
 Understanding by Design: Setting goals for student learning and the science education standards
GOALS & LESSON
 The 5-E Model: Approaches to lesson planning
PLANNING
How do we reveal student thinking about complex ideas?
September 29
 Learning practical assessment strategies for the science classroom
ASSESSMENT
 Jigsaw Discussion of readings on Assessment
 Delving into Bloom’s Taxonomy and question design
How
can we most effectively communicate our research to non-scientists?
October 6
 Introducing Research Lessons and Discussions
LESSON PLANNING &
 Developing a first translation of your research for non-scientists
INQUIRY
 Check In: Debriefing classroom experiences with colleagues
How can student ideas guide our teaching?
October 13
 Using conceptions and misconceptions in science teaching
ASSESSMENT
 Learning analysis techniques to understand student assessment data
September 8
REFLECTION
How can we most effectively communicate our research to non-scientists?
 Sharing responses to first translations
LESSON PLANNING &
 Troubleshooting draft Research Lessons
INQUIRY &
October 20
ASSESSMENT
October 27
EQUITY
November 3
EQUITY
November 10
REFLECTION
November 17
REFLECTION &
EQUITY
November 24
How do we promote active student participation during science lessons?
 Defining and thinking about equity
 Introduction to collecting participation data in the classroom
How can we design science lessons to accommodate diverse learning styles?
 Identifying your own learning style
 Addressing learning styles in the classroom
What are our most pressing teaching dilemmas and strategies for addressing them?
 Check In: Debriefing classroom experiences with colleagues
 WILD CARD!
What does collecting evidence in our classroom reveal?
 Presenting classroom evidence – ROUND 1
NO CLASS - THANKSGIVING HOLIDAY
What does collecting evidence in our classroom reveal?
 Presenting classroom evidence – ROUND 2
REFLECTION & EQUITY
What are our new professional goals for continually improving as scientist educators?
December 8
 WILD CARD!
GOALS & REFLECTION
 Revisiting Statements of Teaching Philosophy
What
have we learned about science teaching? What is most pressing to learn next?
December 15
December 1
Sci 750: Science Teaching for Scientists
Allison Busch, Instructor
San Francisco State University
Fall 2008
GOALS & REFLECTION


Reflecting and looking forward…
Course evaluations, wrap-up until next semester
Sci 750: Science Teaching for Scientists
Allison Busch, Instructor
San Francisco State University
Fall 2008