SCE 4310: FA 1 -- Science Instruction at Your Assigned Field School
Instructions and Scoring Guide
Instructions -- Plan on discovering as much about the science program and science curriculum at the
intern field site as possible. Document and report in the FA1 assignment (note that this
documentation and reporting is required for all of the FA assignments), the name of the school,
school’s address, grade level (s) of placement, and the teacher assigned as cooperative teacher,
location at the school where interviews or assignment took place, format/environment in which the
interviews took place. In addition, note the day and times that any work is completed. Note in your
report, exact times, dates, and specific locations where each of the interviews was completed.
Use the format of the Scoring Guide to organize your field assignment report (i.e., Part A, Part B, etc.).
Part A. School info required: name & address of school, name of field teacher, grade level, location in
school, date and time of interview. (1.5 points)
Part B. First Impressions. (paragraph form) (10 points) Discuss your first impressions of your field class
and classroom. Find out such information as:
√Is the room (physically) inviting?
√ What is the composition of the class?
√ How does the teacher respond to the students?
√ How the room is arranged (i.e., are there any centers? a science center?,
√ How are the student desks are arranged
√ What type of science materials are available for student use?
√ What type(s) of technology is available?
√ What are the students doing;
√ Does the teacher/class have access to a science lab room?
√ Does the teacher have a safety contract that students (and parents) sign?
Part C Discuss with your field teacher your three remaining field assignments and tentatively plan
when you can work on them in your field class. Make certain that your field teacher is aware of your
assignments and is willing to work with you. Respond to you teacher’s willingness to work with you.
(4 points)
Part D Reflection (6 points) Your reflection (minimum ½ page—5 or 6 sentences) of your visit and factfinding including your impression of the teacher, class, and classroom.
COMMUNICATION ____ Spelling & punctuation - check (1/2 point possible)
____ Grammar check (1/2 point possible)
_________ / 23
Scoring Sheet – Place this page on top of your FA #1 report
FA #2 – 1ST Student Interviews
Investigate Young Learners' Ideas about Science Learning
SCE 4310
Instructions -- Interview at least 3 students on the subject of science and how the children feel about
science, science teaching and learning on a personal level, so that the knowledge you gain will help you
understand what they know and each child’s thinking in relation to the nature of science learning and
participation. Students should be selected to represent either Miami-Dade, Broward or Monroe
County’s diverse populations. Selection criteria: equal number of boys and girls, range of academic
backgrounds, range of cultural backgrounds, students at risk (see web site: Students at-Risk:
www.fiu/edu~obriengAtriskconnections.html/), students with disabilities (see web site: Students with
disabilities: www.fiu/edu~obrieng/Disabilconnections.htm/), ESE and LEP (ESOL) students. Children
should be interviewed separately.
Develop 6 – 10 divergent questions to ask each student so you get information (evidence) regarding
their perception of science; how they feel about learning science in school, as well as outside of school;
how they learn best; their interests in a science career; and any issues of diversity.
Some questions might come from the “Getting to Know You” survey (first class). Ask students to
answer these questions orally so that you might probe their answers. (See Videotapes in class and
Chapter 6 in text for questioning and probing). For each of the interviews include place/school, day,
time, grade level (s), specific diversity characteristics of each child, and ages.
Record as much of the student’s responses as possible. Probe their answers with additional
questions. Often what children say is unclear, open for interpretation, or the answer does not reflect
what they may be capable of knowing. If they do show that they know an answer you might want to
probe them about how they learned the information. Record the probes and additional answers.
Summarize your overall impression of their understanding of the subject science, their view of learning
science in school and outside of school contexts, their interests and motivation in working in science,
and any relationship to the student responses and the issue of diversity for each participant in your
study.
In addition to the data and observations collected for each student, the summaries for the three areas
(a, b, and c) should each be a separate paragraph (3 paragraphs, each at least 3-5 sentences long) for
each student in your study. You will be analyzing and synthesizing interview information for each child.
Document and report in the FA#2 assignment (note that this documentation and reporting is required
for all other FAs, as well), the name of the school, school’s address, grade level (s) of placement, and
the teacher assigned as cooperative teacher.
FA#2: Investigate Young Learners' Ideas about Science Learning
Scoring Sheet
NAME ____________________________________ DATE ___________________
25 possible points
Instructions -- Interview at least 3 students on the subject of science and how the children feel about science, science teaching and
learning on a personal level, so that the knowledge you gain will help you understand what they know and each child’s thinking in
relation to the nature of science learning and participation. Do each interview with one child at a time. Reflect upon the children's
responses and devise responses to the following questions. The primary Florida Educator Accomplished Practices (FEAPs) that this
assignment relates to are Assessment, Critical Thinking, Diversity, Human Development and Learning, and Continuous Improvement.
Use a separate (and at least one) page for each student. Answer #'s 1-5 for each student separately: school info (#1.), child's first name,
questions & answers (a.), overall impression for child's understanding of science (b.), the child's view of learning science inside and
outside of school (c.), and the child's interest and motivation in working in science and any diversity issues (gender, ethnic, etc.)(d.). Each
of these (b, c, and d) should be a separate paragraph (except for a. where you would list the questions, probing questions and answers).
After you have reported for each child, write your overall conclusions/summary from the information from the interviews of all three of
the children. This will probably be about a half page word-processed.
Part A.
____1. (Be complete.) Write all of the school site info including: name of school, name of teacher, grade level,
location in school where the tasks take place, date/time of each interview. (1 point possible)
Part B. Interview questions and Analysis
____2. Child #1
___ a. Write the first name of the child, the child's age, and write the 8-10 questions including probing
questions and student response to each question for each child. (2 points possible)
___ b. Summarize your overall impression of each child's understanding of the subject science (1.5 points).
___ c. Summarize each child's view of learning science in school and outside of school contexts. (1.5 points)
___ d. Summarize each child's interests and motivation in working (career) in science, and any relationship
to the student responses and the issue of diversity for each participant in your study. (1 point)
____3. Child #2
___ a. Write the first name of the child, the child's age, and write the 8-10 questions including probing
questions and student response to each question for each child. (2 points possible)
___ b. Summarize your overall impression of each child's understanding of the subject science. (1.5 points).
___ c. Summarize each child's view of learning science in school and outside of school contexts. (1.5 points)
___ d. Summarize each child's interests and motivation in working (career) in science, and any relationship
to the student responses and the issue of diversity for each participant in your study. (1 point)
____4. Child #3
___ a. Write the first name of the child, the child's age, and write the 8-10 questions including probing
questions and student response to each question for each child. (2 points possible)
___ b. Summarize your overall impression of each child's understanding of the subject science. (1.5 points).
___ c. Summarize each child's view of learning science in school and outside of school contexts. (1.5 points)
___ d. Summarize each child's interests and motivation in working (career) in science, and any relationship
to the student responses and the issue of diversity for each participant in your study. (1 point)
Part C. Your Conclusions
____5. What conclusions/summary can you draw about your entire study of three students in your field school?
Write a half page minimum (at least 5-6 sentences). (5 points possible)
COMMUNICATION
____ Spelling & punctuation - check (.5 point possible)
____ Grammar check (.5 point possible)
TOTAL POINTS = _______ (24 points possible)
EVALUATION RUBRIC
Part A. (.5 pt) Include all school info: name of school, name of teacher, grade level, location where
interview took place, date/time of each interview.
Part B. 6 pts for each child (1, 2, 3)
a.
b.
c.
d.
Includes child’s info, 8-10 main questions asked written out, additional probing
questions written, and student’s responses to each question
Includes info above, but no probing questions
Student is asked less than 8 questions with probing questions
Student is asked less than 8 questions without probing questions
2 pts
Paragraph (4-5 sentences) summarizing your overall impression of child’s
understanding of science supported with his/her responses
Paragraph less than 4-5 sentences
1.5 pts
Paragraph (4-5 sentences) summarizing child’s view of learning science in school
and out of school supported with his/her responses or other info
Paragraph less than 4-5 sentences
Paragraph only addresses only one of child’s view of learning: in school OR outside
of school
There is no evidence for explanation or inferences
1.5 pts
Paragraph (4-5 sentences) summarizing child’s motivation and interests in a career
in science and any issue of diversity (gender, race, ethnicity, etc.) with supporting
evidence. If there are no issues of diversity, then that is stated in the paragraph.
Paragraph less than 4-5 sentences
Paragraph does not state if there is or isn’t a diversity issue
There is no evidence for explanation or inferences
1.0 pt
1.5 pts
1.0 pts
.5 pt
.5 – 1.0 pts
.5 – 1.0 pts
.5 – 1.0 pts
.5 – 1.0 pts
.5 pt
.5 pt
.5 pt
Part C. Your Conclusions
5.
Paragraph (5-6 sentences) of your conclusions based on your study of these three
students in terms of their perception of science (e.g., what they think science is,
who works in science or can work in science), science education (e.g., science class,
the way they learn science, if they like learning science and why, outside classroom
science activities/science learning) and their interests in science careers (e.g., what
interests them or motivates them or not) with supporting evidence.
Paragraph is less than 5-6 sentences
Paragraph does not address all three bolded areas
There is no evidence for explanation or inferences
5 pts
.5 -4.0 pts
.5 -4.0 pts
.5 -4.0 pts
FA #3- 2ND Student Interviews
Investigate Young Learners' Concept Understanding
This field assignment is investigating concept development K-5. You will be working with the same
three students in FA#2 (if possible). This time you will be investigating the students’ concept of “What
is alive? You will be using a series of pictures and asking the student if each the picture portrays
something that is alive or not alive and reasons for their answer. You will be trying to identify the
student’s criteria for judging something to be alive (or not). We will work this field assignment in two
parts. You will bring your interview notes from your grade level to class and exchange your findings
with your classmates who had different grade levels, so that grades K-5 are represented. You will be
analyzing all the data (K-5) derive some conclusions regarding the concept development from
kindergarten to fifth grade.
Instructions-- Working with the same three students in FA#2 (if possible), interview each student on
how they respond to the concept of “what is alive?” [Remember: students should be selected to
represent Miami-Dade, Broward, or Monroe County’s diverse population. Selection criteria: select
boys and girls, range of academic backgrounds, range of cultural backgrounds, students at-risk,
students with disabilities, ESE and LEP (ESOL) students. Children must be interviewed separately.]
Include place/school, day, time, specific diversity characteristics of each child, and ages.
For each of the interviews you will be conducting a structured conversation about “what it means to be
alive.” Use a series of line drawings of a cow, seed, grass, car, worm, baby, and rock. [Everyone will
use the same pictures. Pictures are in a separate document.] First show the child the picture of the
cow, say “This is a cow.” “Is a cow alive?” and “What makes a cow alive or not alive?” Progress
through the remainder of the images in the same manner. Record as much of the students’ responses
as possible. Probe their answers with additional questions. Often what children say is unclear, open
for interpretation, or the answer does not reflect what they may be capable of knowing. Record the
probes and additional answers and submit all notes as part of the assignment.
Summarize your overall impression of the children’s understanding of “what it means to be alive.”
Draw some conclusions concerning how students in your particular grade level understood the concept
of “alive.”
At this point you will bring your interview notes to class. You will meet with 4310 students who have
interviewed different grade levels and share information on an announced date for IN-CLASS.
By analyzing class data (K-5 interview results) identify some general criteria children at different grade
levels construct to guide their determination of whether something is alive or not. Discuss the
activities and learning opportunities that teachers of each grade group (K-1st , 2nd-3rd and 4th-5th grades)
must provide their students in their concept development of criteria for being “alive.”
Write your reflection regarding your initial thoughts of students’ learning of a concept and how that
compares with what you have learned about the concept development of “being alive) from K-grade 5.
Document and report in the FA#3 assignment the name of the school, school’s address, grade level (s)
of placement, and the teacher assigned as cooperative teacher.
SCE 4310 FA #3- 2ND STUDENT INTERVIEWS
INVESTIGATE YOUNG LEARNERS' CONTENT UNDERSTANDING ---SCORING RUBRIC
NAME ______________________________ DATE ____________________________ 27 Points Possible
Instructions -- Interview at least 3 students on an assigned focus topic in science. Do each interview with one
child at a time. After you interview each child reflect upon their responses and answer the following questions.
The primary Florida Educator Accomplished Practices (FEAPs) that this assignment relates to are Assessment,
Knowledge of Subject Matter, Diversity, Critical Thinking, and Continuous Improvement.
CONTENT
____1. Write all of the school site info including: name of school, name of teacher, grade level, location in
school where the tasks take place, date/time of each interview. (.5 point possible).
____ 2. Interview three children. For each child (4 points for each child): Child #1
____a. Write his/her first name, age. Identify the content area of the questions. Write the responses of the
child for each picture responding to the questions “Is the ___ alive?” and “What makes the ___ alive
or not?” Include any probing questions. Include (copies of) all hand written field notes for this
assignment. Ask these questions for the pictures of cow, seed, grass, car, worm, baby, and rock
after stating to the child “This is a ___.” (2 points)
____b. Process what you found for this child. Summarize your overall impression of his/her understanding
of what it means to be alive. What misconceptions does his/she have? What accurate concept
perceptions does he/she have? (2 points)
____ 3. Interview three children. For each child (4 points for each child): Child #2
____a. Same as above (2 points)
____b. Same as above (2 points)
____ 4. Interview three children. For each child (4 points for each child): Child #3
____a. Same as above (2 points)
____b. Same as above (2 points)
_____5. Summarize general criteria the children that you interviewed construct to guide their determination of
whether something is alive or not. (3 points)
__6. By analyzing class data (K-5 interview results) identify some general criteria children at the other two
grade levels [K-1; 2-3; 4-5] used to guide their determination of whether something is alive or not.
This should be an extensive analysis for the other two grade groups. (3 points)
____7. Discuss specific learning activities that teachers of each grade group (K-1st , 2nd-3rd and 4th-5th grades)
could provide to their students to further their concept development of criteria for being “alive.”
(4.5 points)
____8. Write a half-page (minimum) reflection regarding your initial thoughts of students’ learning of a concept
and how that compares with what you have learned about the concept development of “being alive”
from K-grade 5. (3 points) COMMUNICATION
____ Spelling & punctuation - check (.5 point possible)
____ Grammar check (.5 point possible)
TOTAL POINTS = _______ (27 points possible)
Rubric for FA#3
2a., 3a.,
4a
2b., 3b.,
4b
5.
6.
7.
8.
Complete school site info information. Questions and answers to all seven
pictures. Includes probing questions as needed.
All seven pictures not asked.
Probing questions not asked when needed.
Overview of student’s perceptions of “alive.” Identifies misconceptions
and correct conceptions.
Misconceptions not identified.
Correct conceptions not identified.
3-5 sentences summary of the general criteria that children used to
determine if something were considered to be alive.
Does not identify criteria children used.
3-5 sentences summary of the general criteria that children in the other
two grade groupings constructed to determine in something were
considered to be alive.
Only considered one grade grouping.
Didn’t not identify other grade groupings
Specific learning activities at each of the three grade groups (K-1, 2-3, 5-7)
to further students’ concept development where each learning activity is
described.
No specific activities described
Only two grade groups’ activities described
Only one grade groups’ activities described
No specific learning activities described
Half-page reflection regarding your initial thoughts of students’ developing
a concept over a few developmental years in school.
Not a half-page
No or little reflection of concept development
2.0 pts
.5-1.5 pts
.5-1.5 pts
2.0 pts
1 pt
1 pt
3.0 pts.
1.0-2.5 pts3.0 pts.
1.5 pts
0.5-1.0
4.5 pts
0.0-1.0
2.0 – 4.0
2.0-3.0
1.0
3.0
0.0 -2.5
0.0 -2.5