BIO\CHE 450 METHODS OF SCIENCE TEACHING
Teacher Education Theme: Empowerment for Learning
Conceptual Framework Model:
BIO 450 METHODS OF SCIENCE TEACHING
I. Purpose
BIO 450 is a methods course for prospective teachers of biology and/or chemistry. This course will provide practical
information on the types of methods and materials available to the secondary science teacher.
II. Text-none required, several will be available for reference (KTS1-6, 9)
The first half of the course will consist of an in-depth discussion of the unique nature of science and the role of credible
evidence. This discussion will include a survey of early scientific thinkers such as Francis Bacon, Copernicus, Galileo, and
Descartes. Additionally, to promote scientific literacy, there will be a survey of the individuals who made the seminal
discoveries in a variety of fields including biology, physics, astronomy, geology, chemistry and microscopy. The second
half of the course will cover the practical side of science teaching. Topics covered include inquiry teaching, laboratory
activities and facilities, safety issues, demonstrations, science fairs, lecture/discussion/recitation, societal issues and values
clarification, reading materials, individualized science instruction, classroom management, directions and goals of science
teaching, planning, evaluation and assessment, and professionalism. BIO 450 aligns with the Kentucky Teacher Standards
(KTS) and National Science Teacher Association (NSTA) standards for secondary and middle school teachers of science.
III. Reference texts
Science Instruction in the Middle and Secondary Schools, 2nd Edition, Alfred Collette and
Eugene Chiappetta, Merrill, 1989
A Beginner’s Guide To Scientific Method, 3rd Edition, Stephen Carey, Wadsworth, 2004
Science Says, Rob Kaplan, Stonesong Press, 2001
Benchmarks for Science Literacy; Project 2061, American Association for the Advancement of Science, Oxford University
Press, 1993
Science for All Americans; Project 2061, American Association for the Advancement of Science, Oxford University Press,
1990
Science Essentials, High School Level, Mark Handwerker, Jossey-Bass, 2005
Science for All Americans: Scientific Literacy, James Rutherford and Andrew Ahlgren, Oxford University Press, 1990
Science and Its Ways of Knowing, John Hattobn and Paul Plouffe, Prentice Hall, 1997
A Sourcebook for the Biological Sciences, Third Edition, Morholt and Brandwein, Harcourt Brace and Company, 1986
Unscientific America: How Scientific Illiteracy Threatens Our Future, Chris Mooney and Sheril Kirshenbaum, Basic
Books, 2009
Teaching Environmental Literacy, Heather Reynolds, et al, Indiana University Press, 2009
Teaching Science for All Children, Ralph Martin, Collen Sexton, Kay Wagner, and Jack Gerlovich, Allyn & Bacon, 1997
Also, variety of middle and high school textbooks will be available for your use.
IV. Requirements
A. Folder of Contemporary Issues (KTS 1) (NSTA 4a, 4b, 5b)
Keep a folder of the photocopied articles distributed and discussed in class.
B. Textbooks, etc. (KTS 8) (NSTA 1c, 3b, 5a-f, 6, 10a-d)
As the student makes observations in the public schools they are to:
1. identify the books which are being used in the various science classes.
2. identify the various types of ancillary materials provided with the texts such as power points, transparencies, and
laboratories.
3. ask the teachers about their level of satisfaction with the text they are using.
4. keep a written record of items 1-3.
C. Teaching/laboratory suppliers (NSTA 5b)
We will examine several science/education catalogs from companies such as Carolina Biological Supply and Ward’s.
For future reference the student is to make a list of company names and contact information for about twenty of the more
reliable companies.
D. Creationism (NSTA 1b-c, 2a-c, 3a-b, 4a-b, 6, 9, 10)
Creationism is a significant threat to the teaching of science, and especially biological science. We will discuss this
phenomenon in its various forms. For this portion of your folio:
1. Identify the various types of creationists along with their basic beliefs.
2. Write a short paper (1-2 pages maximum) in which you identify some things you might tell a parent or a student who
wants "equal time" for creationism in the classroom. Be able to explain why creationism is not appropriate for a science
class?
E. 1-year course outline (KTS 4) (NSTA 5b)
A 1-year outline of a teaching plan by six weeks/nine weeks. To do this, get a middle or high text, examine the table of
contents, and determine which topics should be covered and in what order. Put them in a six 6-weeks or a four
9-weeks teaching schedule. Usually, it is quite difficult or impossible to cover the entire book. What would you include?
What would you leave out? Why? Would you change the sequence of topics in the text? No lesson plans here, just a
sequence of topics (chapter titles) on a 6/9-weekframework. What is "in" and what is "out"? Consult the Core Content
before making your final decision.
F. "How To" Folder (KTS#1 & 8) (NSTA 5b-f)
Your "How To" folder will include a minimum of 30 classroom activities, experiments, laboratory exercises and
demonstrations. Items from teacher in the field may be included. The Instructor will demonstrate a number of “How To”
items including cleaning a microscope, making slides to show cells (onion skin and cheek scraping), paper
chromatography of plant pigments, and detection of color blindness. The goal is to have about 100 "How To" items.
Chemistry teachers need to know “How To” store (and handle) chemicals.
G. One "unit" of instruction (KTS 1—7, 9) (NSTA 3b, 5b-f, 6a-b, 8)
This requirement has several goals or purposes including an introduction to the process of planning. A second purpose is
to provide experience in preparing and presenting lessons. This "unit" will consist of several lessons on a particular topic
in your field of study. For our purposes, we will define a "unit" of instruction to be one to two week's (5 to 10 days) of
instruction.
Write daily lesson plans using a variety of teaching techniques such as lecture, group activities, demonstrations,
laboratories, recitation, and problem solving. Also, use a variety of audio-visual techniques such as overhead projector,
TV/VCR, computer, power point, SMART board, and chalkboard. Identify materials and supplies needed as well as
sources. Design you lesson plans to correlate with the Core Content.
H. Report on scientific literacy (KTS 1 and 5) (NSTA 1c, 2a-c, 4a-b, 7) (KCAS standards for literacy for scientific subjects)
What is scientific literacy? What are the kinds of things that all educated individuals need to know about science in
general? One of our goals should be to weave these basic concepts into our teaching. During the first part of the courses,
the instructor will review basic concepts in biology, chemistry, physics, and geology, and this material will be included in
the first exam.
Write a short paper, 1-2 pages in length, explaining scientific literacy. What components of “scientific literacy” will
likely be covered in your “unit”? Benchmarks for Science Literacy: Project 2061 is a valuable resource.
I. Examinations (NSTA 1b-c, 2a-c, 3a-b, 4a-b)
There will be two “take home” exams, one at mid-term, and another at the end of the semester.
V. Evaluation
A. Issues Folder ----------------------------B. Textbooks, etc.--------------------------C. Scientific/teaching supply companiesD. Creationism -----------------------------E. 1-year outline ---------------------------F. How-to folder ---------------------------G. Unit of instruction ---------------------H. Scientific literacy ---------------------I. Exams -----------------------------------TOTAL
40
20
10
40
10
30 (goal is 100)
400
50
400 (200 each)
1000 Points
All components of the course must be completed to receive a satisfactory grade in the course.
VI. Objectives: The student will demonstrate a working knowledge of . . .
A. science and how it differs from other approaches such as creationism.
B. science literacy as a goal for themselves as well as for their students.
C. the interaction among science, technology and society. This will include identifying societal issues for discussion and
values clarification.
D. teaching by inquiry as well as the history of this approach.
E. the various types of laboratory activities and facilities.
F. the need for safety in the classroom as well as in the laboratory.
G. the use of various teaching strategies including lecture, discussion, recitation and demonstration.
H. the use of the textbook and other reference books.
I. various types of individualized instruction.
J. various models of classroom management including discipline.
K. history of science education in the 20th/21st century including the Scopes
trial, BSCS, PSSC and CHEM Study, and the current trend toward literacy.
L. planning, both long-term as well as writing daily lesson plans.
M. various types of assessment in science teaching including testing and Bloom’s taxonomy.
N. professional organizations and professional development.
VII. Attendance/Disability Statement/Emergency Numbers
There are no "excused" absences; students are responsible for all material covered in class. It is the student's
responsibility to borrow notes when they are absent. The University Undergraduate Attendance Policy will be followed
in this class. Recording devices are not allowed in class.
Campbellsville University is committed to reasonable accommodations for students who have documented learning and
physical disabilities as well as medical or emotional conditions. If you have a documented disability or condition of this
nature, you may be eligible for disability services. Documentation must be from a licensed professional and current
terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about their
services.
Campus Security Emergency Numbers: 270-403-3611 (cell), 270-789-5555