Dr. Chizhik – SCI 250: Informal Learning and Instruction of Math & Science – Syllabus
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SCI 250 Syllabus – Fall 2014
Informal Learning and Instruction of Mathematics and Science
Lectures at SDSU EBA 444: Mondays 2pm – 4pm
Field Sessions at Lemon Grove Middle: Wed. 12:30 – 3:00pm or Fri. 2:00 – 4:30pm
Lemon Grove Middle School is located at: 7866 Lincoln St., Lemon Grove, CA 91945
Instructor: Dr. Alexander Chizhik
Office Locations: NE79B
Office Phone: 594-1222
Office Hours: By Appointment
E-Mail: AChizhik@Mail.SDSU.edu
LifeScan Finger printing at SDSU – Call 619-594-3193 for an appointment
TB Test: SDSU Student Health - Walk-in Hours: M-F 8:30am-4:30pm (Th. 9:30am-4:30pm), 619-594-5281
Purpose of Course / Rationale / Link to Conceptual Framework
Informal education is a growing field in the US. It includes countless programs conducted by museums, community
centers, national parks, school districts, public libraries, universities, and corporations. Informal education is a social
response to the needs for educational opportunities after school hours and for learning environments which, instead of being
subject to the standardized testing and extensive curricular requirements common in schools, are driven by the engagement
and curiosity of the participants. Such an environment will provide students with an opportunity not only to explore how
middle-school students solve mathematics and science problems in informal settings, but also to support underserved youth in
their pursuit of an education by serving as teachers and role-models.
The field sessions at a local school will provide students with a learning space where they not only learn how youth solve
problems, but also develop valuable research skills with the support of an experienced qualitative researcher. Such skills are
impossible to develop without a cultural setting to collect data through field notes (field sessions) and subsequent
opportunities to analyze and interpret them (class sessions).
Each class session at SDSU will include (a) a self-reflective math/science activity, (b) analyses and interpretation of field
notes, (c) connecting readings to field experiences, and (d) development or evaluation of learning activities for the youth.
Each field session will include over an hour of observation in math and science classrooms with credentialed teachers as
well as over an hour working with youth at the field-site on mathematics and/or science activities that students developed in
class or were developed by the site coordinator. Field notes will be taken soon after each field session.
General Education (GE) Course: Foundations of Learning – Social and Behavioral Sciences
This course is one of nine courses that you will take in General Education Foundations. Foundations courses cultivate
skills in reading, writing, research, communication, computation, information literacy, and use of technology. They
furthermore introduce you to basic concepts, theories and approaches in a variety of disciplines in order to provide the
intellectual breadth necessary to help you integrate the more specialized knowledge gathered in your major area of study into
a broader world picture.
This course is one of two Foundations courses that you will take in the area of Social and Behavioral Sciences. Upon
completing this area of Foundations, you will be able to: 1) explore and recognize basic terms, concepts, and domains of the
social and behavioral sciences; 2) comprehend diverse theories and methods of the social and behavioral sciences; 3) identify
human behavioral patterns across space and time and discuss their interrelatedness and distinctiveness; 4) enhance your
understanding of the social world through the application of conceptual frameworks from the social and behavioral sciences to
first-hand engagement with contemporary issues.
Early Field Experience (EFE) for Single-Subject and Multiple-Subjects Teacher Credential Programs
This course meets the Early Field Experience (EFE) prerequisite for admittance into the SDSU Teacher Credential
Program. To qualify, as a part of this course, you must spend at least 30 quality hours observing and assisting K-12 students
in their learning (at least half of these hours must take place in a U.S. K-12 public school classroom during the regular school
day under the supervision of a credentialed teacher).
Dr. Chizhik – SCI 250: Informal Learning and Instruction of Math & Science – Syllabus
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Learning Objectives
Students will be able to use informal learning theories to explain the development of problem solving skills associated
with real-world learning activities for underserved youth.
Students will be able to use field notes and psychological theories to compare learning and instruction in formal and
informal settings.
Students will be able to observe and record detailed notes about youths’ interactions, responses, and discussions during
informal problem solving and trace how patterns of social interaction change over time.
Students will be able to monitor and describe their development in interacting with youth on problem solving.
Students will be able to use informal learning theories to design, analyze, provide reasons for modification, and make
iterative improvements in design of learning activities for underserved youth.
Assessments
Active participation in class at SDSU and at the field-site.
Field notes on observed activities and evaluation of personal participation at the field-site
Individual analyses of problem-solving activities (based on field notes and readings)
Comparative analysis of learning and instruction of mathematics and science in formal and informal settings.
Course Requirements
Class Attendance, Participation, and Professional Behavior (7 points)
Attendance. Regular attendance is your professional responsibility. Please let us know in advance when you
will be absent. For each absence (regardless of excuse), 5 points will be deducted from your total. Absences
from field sessions must be made up so that each student completes a minimum of 15 hours in the classroom
and 15 hours in the LabZone.
Participation. The course teaching philosophy emphasizes a student-centered teaching approach; lectures are
kept to a minimum. Participation is a joint responsibility of everyone at SDSU and at the field-site.
Assignments. Completion of all assignments (e.g., doing readings and bringing instructional items) helps to
establish smooth class sessions. Preparation for class sessions is also our joint responsibility.
Professionalism. As a part of this course, you will interact with youth and adults at the field-site. To
participate there, students must submit information and be cleared by a background check. Likewise, students
must pass a TB test. At all times, students must behave in a professional manner. The faculty and field-site
staff reserve the right to remove any undergraduate not behaving appropriately. If you are asked to leave,
unfinished assignments are your responsibility.
Field Notes (3 points per field note: 11 field notes for full credit, additional ones for extra credit)
After each field session, you will write a field note of your observations of youths’ problem solving
associated with activities in formal (classroom with a credentialed teachers) and informal (after-school in the
LabZone) settings. Field notes will conclude with your evaluation of interactions at the site. You will post
all field notes on BlackBoard within 24 hours of the field session. In addition, you will comment on one of
your classmate’s field notes each week. See the “Field Note Writing Guide” on BlackBoard for more
information and evaluation criteria. Each field note should be 1-2 pages. Responses should be 3-5 sentences.
Analyses of Designed Problem-Solving Activities (30 points)
During the class you will work in groups to design three (3) interactive math and/or science activities for the
youth at the field-site (5 points for 1st, 10 for 2nd, and 15 for 3rd). After working in groups to design,
implement, and evaluate each activity, you are responsible to individually analyze them. The research
analyses will be based on data from your field notes and interviews with youth. The analyses must use
informal learning theory (from course readings and class discussion) to explain reasons for specifics of each
designed activity as well as to explain youth’s actual interaction with each activity. Analyses should be 2-3
pages.
Comparative Analysis of Learning and Instruction in Formal and Informal Settings (30 points)
In lieu of a final exam, you will write a comparative analysis of learning and instruction of mathematics and
science in formal and informal settings. The comparative analysis must be based on data from field notes of
all class members. The comparative analysis must use learning theory (from course readings and class
discussion) to explain observed differences in learning. The comparative analysis should be 3-5 pages.
Dr. Chizhik – SCI 250: Informal Learning and Instruction of Math & Science – Syllabus
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Rubric for “Analyses of Designed Problem-Solving Activities” and
“Comparative Analysis of Learning and Instruction in Formal and Informal Settings”
EFFECTIVE
Uses deep understanding of theoretical frameworks, concepts, and terms from the course to explain observed
social phenomena; makes theoretical connections among observed social interactions.
INEFFECTIVE
Lacks understanding of relationship of concepts, terms and important ideas to each other or to a
social/behavioral science perspective; uses beliefs, applies ideas inaccurately, or uses irrelevant facts to explain
observed social phenomena.
EFFECTIVE
Recognizes points of view and value assumptions in interpretation of data collected, and articulates the point of
view in a given situation. Identifies distortions in the presentation of qualitative and quantitative data and the
logical and empirical fallacies in inferences drawn from data; recognizes the consequences of inaccurate data
interpretation and articulates appropriate alterative presentations or inferences. Extracts complex data from
multiple field notes, makes appropriate connections and inferences consistent with the data and relates it to a
larger context.
INEFFECTIVE
Lacks conceptual framework for evaluation of social science data. Extracts some simple data from field notes
(primarily one’s own), and has difficulty presenting that data in summary form, or making inferences consistent
with the data.
Grading Policy
A: 90-100 points
B: 80-89 points
C: 70-79 points
D: 60-69 points
(A- : 90-92 points)
(B- : 80-82 points)
(C- : 70-72 points)
F: under 60 points
(B+ : 88-89 points)
(C+ : 78-79 points)
Unique Class Policies
1. All assignments must be submitted and are due as scheduled. If your professor chooses to accept late work in
truly justifiable cases, expect your grade to be negatively affected.
2. You should make copies of all assignments in case your assignment is a victim of some unnatural disaster: a
result of being in the instructor’s or his children’s possession. Writing on, drawing on, or crumbling of your
work by children will not result in grade reduction (whether the children are yours, mine, or at the field-site).
3. If you have any concerns about class, please talk to the instructor before or after class or make an
appointment. The instructor cannot help you unless you communicate with him or her. The instructor is
available to meet with you on a flexible schedule and is a kind, gentle, and likable person.
Dr. Chizhik – SCI 250: Informal Learning and Instruction of Math & Science – Syllabus
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Course Calendar
Date
Topic/ Activities
complete the volunteer process
introduction to field notes,
Monday, Aug 25
discussion about syllabus
@ SDSU
Model math and science activities
Who will you be serving at Lemon Grove Middle?
Monday, Sept 1 Labor Day
@ SDSU
Week of Sept 1 introduction to learning activities
Wed or Fri
Participate and take field notes on activities
@ Lemon Grove designed by the site coordinator
discussion about field notes
What can you learn from the youth?
Monday, Sept 8 Model math and science activities
@ SDSU
Week of Sept 8 introduction to learning activities
Wed or Fri
Participate and take field notes on activities
@ Lemon Grove designed by the site coordinator
discussion about field notes
Monday, Sept 15
discussion about readings
@ SDSU
start developing 1st learning activity
Week of Sept 15 Participate and take field notes on activities
Wed or Fri
designed by the site coordinator
@ Lemon Grove
discussion about field notes
Monday, Sept 22
discussion about readings
@ SDSU
continue developing 1st activity
Week of Sept 22 Participate and take field notes on activities
Wed or Fri
designed by the site coordinator
@ Lemon Grove
discussion about field notes
Monday, Sept 29
discussion about readings
@ SDSU
finish developing 1st activity
Week of Sept 29 Implement 1st learning activity; take field notes
Wed or Fri
@ Lemon Grove
discussion about field notes
Monday, Oct 6
discussion about readings
@ SDSU
start developing 2nd activity
Week of Oct 6 Participate and take field notes on activities
Wed or Fri
designed by the site coordinator
@ Lemon Grove
Prior to Class
Readings/Assignments
Glad to meet you!
In-class reading: Math in FLL robotics
Field notes posted on BlackBoard within 24
hours of field session
Complete TB Tests & LifeScan
Reading:
Stability (Rocket)
Middle school students;
Wild things in middle school;
Safe place to fail
Field notes posted on BlackBoard within 24
hours of field session
Reading:
Start Funds of knowledge in science
Baking soda, vinegar, and rockets
Field notes posted on BlackBoard within 24
hours of field session
Reading: Conceptual change;
Funds of knowledge in science
Mousetrap cars
Field notes posted on BlackBoard within 24
hours of field session
Readings:
Reasons for seasons
Field notes posted on BlackBoard within 24
hours of field session
Reading:
Everyday pedagogy;
Slingshots and catapults
Field notes posted on BlackBoard within 24
hours of field session
Dr. Chizhik – SCI 250: Informal Learning and Instruction of Math & Science – Syllabus
discussion about field notes
Monday, Oct 13 discussion about readings
@ SDSU
continue developing 2nd activity
Week of Oct 13 Participate and take field notes on activities
Wed or Fri
designed by the site coordinator
@ Lemon Grove
discussion about field notes
Monday, Oct 20
discussion about readings
@ SDSU
continue developing 2nd activity
Week of Oct 20 Participate and take field notes on activities
Wed or Fri
designed by the site coordinator
@ Lemon Grove
discussion about field notes
Monday, Oct 27
discussion about readings
@ SDSU
finish developing 2nd learning activity
Week of Oct 27 Implement 2nd learning activity; take field notes
Wed or Fri
@ Lemon Grove
discussion about field notes
Monday, Nov 3
discussion about readings
@ SDSU
start developing 3rd learning activity
Week of Nov 3 Participate and take field notes on activities
Wed or Fri
designed by the site coordinator
@ Lemon Grove
discussion about field notes
Monday, Nov 10
discussion about readings
@ SDSU
continue developing 3rd learning activity
Week of Nov 10 Participate and take field notes on activities
Wed or Fri
designed by the site coordinator
@ Lemon Grove
discussion about field notes
Monday, Nov 17
discussion about readings
@ SDSU
continue developing 3rd learning activity
Week of Nov 17 Participate and take field notes on activities
Wed or Fri
designed by the site coordinator
@ Lemon Grove
Week of Nov 24 Thanksgiving Recess
NO CLASSES NO CLASS sessions anywhere
discussion about field notes
Monday, Dec 1
discussion about readings
@ SDSU
finish developing 3rd learning activity
Week of Dec 1 Implement 3rd learning activity; take field notes
Wed or Fri
@ Lemon Grove
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Analysis of 1st Designed Activity Due
Reading: Real-life physics
Beyond the lab
Impulse and momentum
Field notes posted on BlackBoard within 24
hours of field session
Reading: Ice skating;
Curveballs; Home runs
Counting populations
Field notes posted on BlackBoard within 24
hours of field session
Reading: Dig deeply;
Math and science in the garden;
Worms east school lunch
Field notes posted on BlackBoard within 24
hours of field session
Analysis of 2nd Designed Activity Due
Reading: Do your own internet research on
Mitosis
Field notes posted on BlackBoard within 24
hours of field session
Reading: TBA
Field notes posted on BlackBoard within 24
hours of field session
Reading: Grains of sand;
Size of pebbles and empty volume
Field notes posted on BlackBoard within 24
hours of field session
Reading: Smart people or smart contexts?
Field notes posted on BlackBoard within 24
hours of field session
Dr. Chizhik – SCI 250: Informal Learning and Instruction of Math & Science – Syllabus
discussion about field notes
Monday, Dec 8
discussion about readings
@ SDSU
compare formal and informal learning
Week of Dec 8 Participate and take field notes on activities
Wed or Fri
designed by the site coordinator;
@ Lemon Grove Farewell to students at Lemon Grove Middle
Monday, Dec 15 NO CLASS
Week of Dec 15 Participate and take field notes on activities
Wed or Fri
designed by the site coordinator;
@ Lemon Grove Farewell to students at Lemon Grove Middle
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Analysis of 3rd Designed Activity Due
Reading: Smart people or smart contexts?
Field notes posted on BlackBoard within 24
hours of field session
Comparative Analysis Due
Field notes posted on BlackBoard within 24
hours of field session