I.
COURSE NUMBER/SECTION:
COURSE TITLE:
COLLEGE OR SCHOOL:
SEMESTER/TERM AND YEAR:
SCED 6416
Teaching of Science (6-12)
Science and Mathematics
Fall 2008
II.
INSTRUCTOR:
TELEPHONE:
FAX:
E-MAIL:
OFFICE:
OFFICE HOURS:
III.
CLASS MEETINGS: In assigned schools
IV.
REQUIRED TEXTS:
Hassard, J. (2005). The Art of Teaching Science. Oxford University Press, New York.
Koballa, T. R., and Tippins, D. J. (2004). Cases in Middle and Secondary Science
Education. Pearson, Upper Saddle River, N.J.
V.
CATALOG COURSE DESCRIPTION:
6 credit-hours. Prerequisite: EDUC 6100, 6100L, admission to MAT Science program,
approval from instructor.
An examination and application of learning theories, curricular issues, instructional design
and assessment strategies for teaching middle and secondary school science in diverse
classrooms. Candidates develop initial competencies for establishing a well-managed,
productive learning environment, applying science content knowledge to the task of
teaching adolescents, and promoting an understanding of the nature of science through
inquiry-based instruction. Emphasizes practices supported by science education research
and endorsed by the NSTA. Proof of professional liability insurance is required prior to
receiving school placements in the co-requisite practicum.
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VI.
RATIONALE:
The faculty of the Professional Teacher Education Unit (PTEU) of Kennesaw State
University (KSU) endorse the standards for the preparation of teachers of science proposed
by the National Science Teachers Association (NSTA), and form the review standards for
the Biology Education and General Chemistry Education Track programs at KSU by the
National Council for Accreditation of Teacher Education (NCATE). Thus, this science
education course is designed to reflect institutional and national goals for discipline-specific
science teacher education in the domains of subject matter expertise, facilitation of learning,
and professional collaboration.
Conceptual Framework Summary: Collaborative Development of Expertise in Teaching,
Learning, and Leadership.
The KSU teacher education faculty is committed to preparing teachers who demonstrate
expertise in facilitating learning in all students. Toward that end, the KSU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance
from professionals inside and outside the university. In tandem with this belief is the
understanding that teacher expertise develops along a continuum which includes the stages
of preservice, induction, in-service, and renewal; further, as candidates develop a strong
research-based knowledge of content and pedagogy, they develop their professional
expertise in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as
Sternberg (1996) believes that the concept of expertise is central to analyzing the teachinglearning process, the teacher education faculty at KSU believes that the concept of expertise
is central to preparing effective classroom teachers and teacher leaders. Researchers
describe how during the continuum phases teachers progress from being Novices learning to
survive in classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process
of continued development.
SCED 4416 Teaching of Science (6-12) is designed to aid students in developing a
comprehensive understanding of the pedagogical knowledge needed in selecting,
developing, implementing, evaluating and refining reform-based science instruction for
middle and secondary students. This course builds upon and extends knowledge of learning
theories and curricular issues introduced in prerequisite Professional Education courses. The
KSU CPI proficiencies established by the PTEU serve as assessment criteria for student
performance, and are correlated with the NSTA/NCATE standards for science teacher
preparation. These proficiencies and standards are the basis for instructional experiences and
requirements of students in SCED 4416.
Use of Technology: Student teachers will avail themselves of the instructional technologies
available to them in their host schools. The use technology tools for teaching science is
supported by university-based instruction. Familiarizing the pre-service teacher with a
variety of technological tools is an integral part of the course.
Multicultural Education Emphasis: A variety of material and instructional strategies will be
employed to meet the needs of different learning styles of diverse learners in student
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teachers’ classes. Students will gain knowledge, skills, and understanding to provide
effective instruction in multicultural classrooms.
KSU provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act
of 1990. A number of services are available to help disabled students with their academic
work. In order to make arrangements for special services, students must visit the Office of
Disabled Student Support Services (ext. 6443) and arrange an individual assistance plan. In
some cases, certification of disability is required.
VII.
LEARNING OUTCOMES:
Learning Outcome
The candidate will be able to:
1. demonstrate science content knowledge,
convey major concepts, interrelationships, and
unifying principles across the science
disciplines.
VII.
KSU
Proficiency
Assessed via
1.1
1.3
Content Exam
Instructional
Design
Exercises
Portfolio
Reflective
Journal
2. design effective instruction.
2.6
3. communicate effectively orally and in writing
4. reflect upon and improves professional
performance.
5. build collaborative and respectful
relationships with colleagues, supervisors,
students, parents and community members.
6. display professional and ethical behavior.
3.1
3.2
7. demonstrate comprehension of student
misconceptions and how to facilitate
instruction that drives conceptual change
1.4, 21.
3.3
Portfolio
3.4
Formative
Assessment
Research Paper
COURSE ACTIVITIES/ASSIGNMENTS AND GRADING:
Each student in the course is expected to meet the following requirements:
1. Professionalism & Formative Assessment
(10% of final grade)
Directions: You are expected to display thoughtful, productive, and professional demeanor
in university and school-based exercises. Further, you are expected to come to class having
completed relevant assignments and ready to contribute to the classroom community.
2. Reflective Journal
(10% of final grade)
Directions: Each Monday, you are expected to post a reflection on the previous week’s
activities on WebCT. These journal entries should include responses to posted questions as
well as your thoughts about course experiences. You are also expected to respond each
week to one or more entries made by your peers. This is intended to foster an on-line
dialogue about learning to teach.
3. Comprehensive Content Examination
(20% of final grade)
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Directions: A summative assessment of your content knowledge for teaching either high
school biology or chemistry will be administered via a traditional exam (multiple choice,
short answer, and essay.) The design of this exam will be based on the objectives outlined in
the GPS curriculum and NSTA standards.
4. Instructional Design Exercises
(30% of final grade)
a. Classroom Management and Safety Plan
(5%)
Directions: Based on lab safety instruction and initial observations and meeting with your
collaborating teacher, you will design a lab safety lesson, student contract, and initial
classroom management plan.
b. Learning Cycle Lesson integrating GPS Content and Characteristics of Science
(5%)
Directions: Based on the unit that you will teach with your high school collaborating teacher,
plan, implement and evaluate a lesson that relates a GPS content standard and elements to
related Nature of Science and Habits of Mind standards and elements.
c. High School Science Unit Plan w/ Post-implementation Revisions
(10%)
Directions: After your initial meetings with your collaborating teacher, you will create a unit
of instruction to be implemented during the high teaching experience. This will include a
unit plan and the accompanying lesson plans. Your lesson plans should follow the ADDIE
principles (analyze the learner, design the instruction, develop or select the necessary
materials, implementation the lesson and evaluate the students’ learning and your teaching.)
d. Science Misconceptions Research Paper
(10%)
Directions: Choose a GPS Standard and locate at least three primary research articles that
address student misconceptions in those topics as well as implications for teaching. Write a
8-10 page paper clearly identifying the critical concepts that students exhibit misconceptions
in and how as a teacher you can address them.
5. On-line Professional Portfolio
(25% of final grade)
Directions: Organize evidence and post your narrative comments regarding your CPI
proficiencies for Subject Matter Expertise, Facilitator of Learning, and Collaborative
Professional. This will include selected work that you’ve completed in this course (specified
above) as well as work completed earlier in the program. Though final revisions of the
portfolio will be completed during student teaching, make every effort to evidence as many
CPI proficiencies as possible during this course.
Your final course grade in SCED 4415 is based on the following scale:
A--90%-100%
B--80%-89%
C--70%-79%
D--60%-69%
F--Below 60%
The field experience is the culminating event of the “Teaching of Specific Subjects” (TOSS) course and
the final practice opportunity prior to student teaching. Students will be expected to teach a variety of
lessons during this time. To be successful in the field experience, the student should show indicators of
the effective application of instructional strategies and classroom management. The field experience will
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be assessed using appropriate instruments completed by the student, collaborating mentor teacher, and
TOSS professor. There is a formal field experience rubric that will be applied to the observations that
your supervising professor and mentor teacher will conduct. The student must complete the field
experience component of TOSS successfully in order to receive a passing grade. A student may be
removed from his or her field experience placement at any time under recommendation of the
mentor teacher, principal, or university supervisor. TOSS students represent KSU and will be held to
the highest expectations of professionalism at all times. An unsatisfactory field experience will result
in the student’s receiving a grade of “F” for all of TOSS . (Note that dates for the Field Experience are
dependent on the local school.)
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VIII.
Professionalism:
It is expected that candidate teachers will conduct themselves with the professionalism that is required of
practicing teachers. Such professionalism includes effective and respectful collaboration and
communication with colleagues, prompt attendance of all meetings and classes, moral behavior and
actions, appropriate communication and sharing of materials and plans with the mentor teacher and
university supervisor, appropriate professional dress (even on “casual days”), etc. If, at any time, a
student’s actions or attitudes are judged to be less than professional by a TOSS supervisor, mentor
teacher, or school principal, appropriate remedial action will be taken. Such action may include the
development of a plan for the student to complete by the end of the semester or the removal of the
student from the TOSS experience. A student must have a satisfactory rating on professionalism to
receive a passing grade in TOSS .
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Attendance Policy:
Students will be expected to attend all class meetings and participate in group activities. The students
in-class attendance will reflect in the class assignments and participation section of the course
evaluation. Professional conduct requires that the student show respect for others. This includes
coming to class on time, staying for the entire class period, and cooperating with colleagues in and
outside of class. In the event of an absence, the student is responsible for all materials, assignments
and announcements presented in class. Any absences beyond agreed upon extenuating circumstances
will be reflected as a deduction in the participation component and/or other components of your course
grade.
In addition to specific school-based exercises in the early weeks of TOSS, candidates will teach a
morning class for 3.5 hours Mon-Thurs for two consecutive weeks in an assigned middle school and
four consecutive weeks in an assigned high school classroom with a mentor teacher.
Policies on late work, student record keeping, and class participation: Written work is due at the
beginning of class on the day assigned. If you cannot attend class, arrange to deliver assignments on
the due date. Late papers, reports, etc. will have 10 points deducted for each class period late. Keep
your own copy of all major assignments that you hand in. Bring your copy of each reading to class on
the day discussion is set for that text. Papers submitted must be typed.
Field Observations:
During the TOSS course, you will have several opportunities to complete school-based exercises
intentionally planned to provide a realistic and problem-based initial development. In addition to these,
you should take the initiative during your field experience to participate in school events that broaden your
understanding of the community and culture of schools. You should view the new relationships that you
negotiate in the schools as opportunities to glean the wisdom of practice and gather resources to equip you
in your teaching practice.
IX.
ACADEMIC INTEGRITY:
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Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Incidents of alleged academic misconduct
will be handled through the established procedures of the University Judiciary Program, which
includes either an “informal ”resolution by a faculty member, resulting in a grade adjustment, or a
formal hearing procedure, which may subject a student to the Code of Conduct ’s minimum one
semester suspension requirement.
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