SCED 419 SCIENCE IN THE SECONDARY SCHOOL
(3 credit hours)
COURSE TEXTBOOK:
Trowbridge, Leslie W., Bybee, Rodger W., and Powell, Janet C. (2007). Teaching
secondary school science: strategies for developing scientific literacy (9th edition). Upper
Saddle River, NJ: Prentice-Hall. ISBN: 0-13-230450-3
COURSE DESCRIPTION:
This course offers a study of current standards, methods, materials, and procedures used in
the development of secondary school science instructions. In addition, the course provides the
candidate with the opportunity to design and instruct secondary science lessons in specific
content areas within a middle and high school environment. The emphasis is on procedures
and methodology that can be used successfully during internship and teaching scenarios.
COURSE PURPOSE:
The main purpose of the course is to provide perspective secondary science educators with
the knowledge and experience that will equip them to enter the new world of science education
with a sense of clarity, confidence, and determination. This course is designed to help
perspective science educators acquire this significant background by focusing specifically on
the following areas:
 The emerging role of the science teacher
 The National Standards and current trends in education
 The Secondary Core Goals and the High School Assessment criteria
 The case for “Scientific Literacy”
 The major goals of science education (subject area focus)
 The relationship of science to technology, values and personal living
 The use of technology in science instruction
 Instructional strategies for science education
 The development and implementation of science lessons
 Assessment of science education outcomes
 Integrating science with other subject disciplines
 Relating science to the broader community and drawing on its resources
 Creating safe and effective environments in the laboratory and classroom
This course, in cooperation with other courses, will focus on developing the teacher education
certification candidates’ competency in:
1. Designing Coherent Instruction
2. Creating a Powerful Learning Environment
3. Implementing Effective Teaching for High Quality Learning
4. Assuming Professional Responsibilities
COURSE OUTCOMES:
Outcome
(Candidate will be able to
demonstrate:)
Assessment/Activities
(Candidate performance will be measured by:)
KNOWLEDGE:
1. Knowledge of the NSTA
standards, Secondary Core
Learning Goals, and HSA relating to
specific content areas
a.
b.
c.
d.
2. Knowledge of secondary subject
area curriculum
e. Observation reports; subject area curriculum
survey and presentation
3. Knowledge of the case for
“Scientific Literacy”
f. Written reflections on the value of science
education and science issues
g. Evidence of textbook readings
4. Knowledge of the various stages
and approaches used in teaching
science and appropriate
implementation
5. Knowledge of the developmental
characteristics of diverse secondary
students and the implications for
developing successful science
learning environments
h. Cooperative and other science strategies
i. Class presentations; simulated teaching
j. Using an assigned strategy; written assessment
6. Knowledge of methods for
continuous, authentic
assessment of science learning
and classroom management
l. Lesson plans; Observation reports
m. Unit plan; Written examination
n. Portfolio entry; Assessment strategies
o. Questioning strategies
p. Laboratory report assessments
SKILLS:
1. Ability to write and present
science lesson plans using
appropriate instructional
strategies (including laboratory)
2. Ability to organize a continuous
unit of science instruction in a
specified subject area
3. Ability to access professional
lesson plans and instructional
materials on the internet
Completion of standards and goals
Signature Assessments; Portfolio entry
current content standards from NSTA web site
currents standards from state HSA guidelines
k. Observation reports; Lesson Plans: Adapting to
the need of specific learners; Inquiry lessons
a. Written lesson plans; Lesson presentations in
class; Lesson presentations in school setting
b. Unit plan
c. Portfolio entry; Lesson plan internet sources
d. Interactive internet lesson
4. Ability to develop and implement
a variety of assessment instruments
and rubrics
5. Ability to apply strategies
connecting reading and writing to
secondary science instruction
e. Lesson plans; Unit plan; Field work report; Portfolio
entry; Assessment strategies; Scoring rubrics; Lesson
reflections
f. Lesson plans; Portfolio entry; Teaching Reading and
Writing within the science curriculum; Science
Laboratory Analyses
6. Ability to teach science to
students with special needs
g. Field work; Lesson plan; Adapting to the needs of
specific learners
7. Ability to relate science to the
broader community and use
community resources to teach
science
8. Ability to integrate technology
within specific content science
instruction
h. Field evaluation form; Portfolio entry; Lesson plans
DISPOSITIONS:
1. Appreciation and understanding
that outstanding teaching blends
good mastery of subject knowledge
with a good mastery of pedagogical
knowledge
2. Determination to organize and
provide science instruction in a way
that represents best practice and
implementation
3. Desire to connect science to
technology, values, and personal
living of the students
4. Cooperative attitude in working
with peers, instructor, and school
personnel
5. Willingness to incorporate
technology into science instruction
as appropriate for specific
subject area
6. Determination to provide a safe
environment in the laboratory and
classroom and to create the safe
and humane treatment of all living
organisms.
i. Portfolio entry: Computer generated materials and
lesson plans; Lesson plan; Laboratory methods
j. Teach lesson using technology in class
k. Inquiry in Science
a. Lesson plans; Units plans; Presentations in class
and in schools; Written reflections
b. Portfolio entry; Field Evaluation form; Written
reflections; State & National curriculum goals
c. Portfolio entry; Field Evaluation form; Written
reflections; Issues in science reflections
d. Class activities; Portfolio entry; Field
Check Sheet; Written reflections
e. Lesson plans; Unit plan; Portfolio inclusions;
Presentations in class and in schools; Presentations
using PowerPoint, SmartBoard and Webcam
f. Lesson plans; Unit plan; portfolio inclusions; Safety
letter/poster assessment
PORTFOLIO: Select products from the assignments to partially fulfill the Phase II
requirements.
LIST OF KEY ASSESSMENTS: (All have rubrics for assessment)
1. State Standards and Goals: Maryland State Goals are examined via Internet and
questions (SR and Brief Response types) are written corresponding to the field of
licensure of the candidate.
2. Candidates construct a 5E Lesson Plan with all components for an experiment or
activity in their field of licensure. Emphasis is on the inquiry and interactive aspects of
planning.
3. Candidates will create a plan or strategy to evaluate the laboratory analysis written by
middle and high school students for experiments or laboratory activities.
4. Candidates will participate in and complete and analysis of an inquiry laboratory using
cooperative collection methods and data analysis through the use of various
technologies.
5. Candidate will create a cooperative classroom or laboratory activity with student role
descriptions and evaluation tools for their science classroom.
6. Candidate will create a Web quest activity using websites or information from the
Internet. The activity is to be inquiry based with materials supplied for procedures and
evaluation.
7. Candidates will create questions and response relative to the taxonomy of Benjamin
Bloom to be used in the science classroom and laboratory.
8. Candidates will prepare a safety presentation on an area of concern for safety in the
science classroom or laboratory; they will participate in a safety field experience relative
to the science laboratory; they will create a set of safety guidelines to be used in their
science classroom.
9. Candidates will research and prepare a presentation on an issue that the relative to the
science student of the 21st century. The issue is to be controversial and presented in a
non-confrontational manner.
10. Candidate will create and utilize a Pre-test/Post-test assessment in the science
classroom. The questions are to correspond to Maryland/NSES Curriculum Standards
and be valid with materials taught. Statistical and graphical results of the test may be
included.
ATTENDANCE at all classes is expected. The attendance portion of the
attendance/participation grade will be lowered for more than one unexcused absence as
follows:
0-1 absence
Attendance Grade is A
2-3 absences
Maximum attendance grade is B
4 absences
Maximum attendance grade is C
5 absences
Maximum attendance grade is D
6 absences
Maximum attendance grade is F
6 or more
Student may be asked to withdraw from the course
Class input will generate 33.3% of the attendance/in-class activities/assignments grade. The
in-class portion of the grade will be based on activity points, on-time arrival to class, and on the
subjective judgment of the instructor about the competent, concerned, and reflective
participation of the student in class activities. The assignments collected will make up the
balance (66.7%) along with the attendance/in-class activities/assignment grade.
The
assignments will be evaluated and returned to the student as soon as possible.
PROJECTS FOR MAT and Undergraduate Candidates:
ALL PROJECTS ARE EXPECTED TO BE OF PORTFOLIO QUALITY. USE OF A WORD
PROCESSING PROGRAM AND A HIGH QUALITY PRINTER IN THE PREPARATION OF
ALL GRADED PROJECTS IS HIGHLY RECOMMENDED. This excludes some in-class
activities and assignments that will be completed and collected within the time interval of the
class period.
The NCATE Accreditation process has created a necessity that several of the Signature
Assessments be entered through the TaskStream format for the inclusion in the candidate’s
permanent record. The candidates will enter the assignments through TaskStream, and the
instructor will complete the scoring rubric that is included with each TaskStream Signature
Assessment for a grade on that assessment.
*Therefore, each MAT and Undergraduate student must sign up for a TaskStream account
(there is a fee).
COURSE EVALUATION/GRADES (Subject to change)
Final grades will be determined by adding the points a candidate earns, dividing the sum of the
points by the number points possible, then multiplying by 100. This percentage will be
converted using the following scale: 90-100% A; 80-89% B; 70-79% C; Graduates can not
earn a D; A grade lower than a C denotes unsuccessful completion of the course.
Point values for each assessment are given below, but are subject to change due to time
constraints and the constraints of the class:
Signature assessments
Reading reflections
In-class assignments
Model unit plan
50 points each
10 points each
20 points each
200 points total
SOME IMPORTANT DATES:
The dates for assignments, projects, and papers will be distributed during class as a
later time.
July 9
July 24
August 8
August 13-17
Classes begin in Framptom room 103. Time: 9:00-11:45
Halfway point for the Science Methods class
Final Day of Summer Methods class
Individual Conferences (tentative)
Assignments:
The assignments required to complete this course will be detailed in each class as the
course progresses. The assignments, reading, and reflections will be tailored to fit the needs
of the candidates and the structure of the science materials examined.
Note: A general listing of assignments will be distributed in a future class.
Students must be aware that university policy provides a penalty, including a lowered grade or
course failure for any form of plagiarism, and for removal of a student from a course when a
student’s behavior constitutes a threat or negatively impacts on learning and/or a secure
environment of the classroom. See Pathfinder for details.
Office Hours:
Tuesday
Wednesday
Thursday
11:45 after class
11:45 after class
11:45 after class
Other office hours are easily arranged by appointment.
Resources:
Batemen, W.L., 1999. Open to question: The art of teaching and learning by inquiry. San
Francisco:
Jossey-Bass.
Collette, A., 2001. Science instruction in the middle and secondary schools, 4 th Edition. New
York: Merrill Prentice Hall.
Chin, C. and Brown, D., Learning in science: A comparison of deep and surface approaches.
Journal of research in Science Teaching, 37 (2): 100-138.
http://www.nsta.org (Excellent for Standards)
rubistar.4teachers.org (Excellent for scoring rubrics already to use.)
http://www.taskstream.com (This is for Signature Assessments, etc.)