QATAR UNIVERSITY
COLLEGE OF EDUCATION
COURSE NUMBER:
BEd Secondary Physics
COURSE TITLE (CRH): Science Methods I: Instructional Strategies for Physics (3CHR)
EDSE 345
SEMESTER AND YEAR:
INSTRUCTOR:
EMAIL:
OFFICE NUMBER:
OFFICE HOURS:
PHONE:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES
(Check indicates it is addressed in this course)
Teaching
1. Content: Demonstrate understanding of the key theories and concepts of the subject
matter.
2. Pedagogy: Plan effective instruction to maximize student learning.
3. Technology: Use current and emerging technologies in instructionally powerful
ways.
4. Diversity: Use current and emerging technologies in instructionally powerful ways.
Scholarship
5. Problem Solving: Arrive at data-informed decisions by systematically examining a
variety of factors and resources.
6. Scholarly Inquiry: Gather, analyze, and plan a sequence of steps to achieve learning
objectives: process a variety of factors in identifying solutions and making sound,
well-informed decisions.
Leadership
7. Ethical Values: Apply professional ethics in all educational contexts.
8. Initiative: Lead positive change in education.
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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COURSE DESCRIPTION
Candidates will study goals, methods, and materials appropriate for teaching secondary levels courses in
Physics, with special emphasis on the Curriculum Standards for the State of Qatar, Physics. Topics will
include constructivist learning theories, discovery learning, inquiry, learning cycle models, project and
problem-based learning, and the design and management of Physics laboratories. The differences between
the Advanced and Foundation Curriculums for the State of Qatar National Curriculum Standards and the
changes in strategies that requires will be explored. This course has a field-based component. (6 hours)
Prerequisites: Minimum of 27 credit hours of Physics or Physics-related content
COURSE OBJECTIVES
Upon completion of this course, the learner will be able to do the following:
1.
2.
3.
4.
5.
6.
7.
Develop an understanding of the Nature of Science and the “Big Ideas” of Physics.
Design instruction and its corresponding assessments for Physics.
Align curriculum planning with the Qatar National Curriculum Standards: Physics.
Provide a rationale for the application of selected classroom practices.
Critique professional information and materials related to the Physics.
Organize a laboratory safety lesson for a typical Physics laboratory.
Implement teaching practices under the supervision of a professional educator.
COURSE LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Examine available curriculum materials, both print and electronic.
Practice skills needed to investigate problems or situations scientifically.
Create a plan for an effective student-centered, science learning-environment.
Demonstrate instructional and assessment strategies to maximize student leaning of Physics
concepts.
Implement authentic assessments for all learning measurements.
Apply scientific methodologies (e.g., empirical and investigative) to an inquiry-based physics
lesson.
Apply appropriate use of various media (e.g., electronic, print, audio, video) in teaching Physics.
Compare various instructional strategies used in different classrooms through field observations
and participation.
Collect self-reflections on performance and practices.
Participate in and reflect on Field Experiences
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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COURSE MATRIX
Unit Learning
Outcomes
Content
Technology
Problemsolving
Ethical Values
Content
Pedagogy
Technology
Diversity
Problemsolving
Content
Pedagogy
Technology
Diversity
Content
Pedagogy
Technology
Diversity
Ethical Values
Content
Pedagogy
Technology
Diversity
Content
Pedagogy
Technology
Diversity
Problemsolving
Ethical Values
QNPS
1.0: All 6.0: All
2.0: All 7.0: All
3.0: All 8.0: All
4.0: All 9.0: All
5.0: All
1.0: All 7.0: All
2.0: All 8.0: All
3.0: All 9.0: All
4.0: All
5.0: All
6.0: All
1.1
2.2
2.3
1.0: All 6.0: All
2.0: All 7.0: All
3.0: All 8.0: All
4.0: All 9.0: All
5.0: All
10.0: All
12.0: All
10.3
12.1
12.2
1.0: All 9.0:All
3.0: All
5.0: All
6.0: All
1.0: All 6.0: All
2.0: All 7.0: All
3.0: All 8.0: All
4.0: All 9.0: All
5.0: All
10.0: All
12.0: All
Course Objectives
Course Learning Outcomes
Assessment
(Tasks/Artifacts)
Develop an understanding
of the Nature of Science
and the Big Ideas of
Physics
 Discuss the “Big Ideas” of Science Education Standards in
Physics
 Discuss the rationale for the development of certain
methodologies to investigate certain problems
 Compare the concept of using empirical studies and their
findings to the use of open-ended investigative techniques.
 Design an age-appropriate science project
 Develop age-appropriate research ideas using formal science research
methodology
Design instruction and its
corresponding
assessments for Physics
 Demonstrate an instructional strategy that teaches a
scientific concept in Physics
 Implement authentic assessments for all learning
measurements
 Practice skills needed to investigate problems or situations
scientifically
 Write age-appropriate learner outcomes
 Develop a lesson plan based on a learning cycle
 Design evaluation and assessments aligned with the QNCS
Align curriculum planning
with the Qatar National
Curriculum Standards for
Science: Physics
 Examine available curriculum materials, both print and
electronic
 Develop lesson plans with learner objectives and assessments aligned
with the QNCS: Physics
Provide a rationale for the
application of selected
classroom practices
 Discuss and practice certain instructional procedures for
Physics
 Select, design, and carry out instruction and assessment to
teach student-oriented Physics
 Explain the rationale for selecting or developing certain strategies to
improve and/or enhance students’ conceptual understanding by using a
variety of research-based best practices and strategies
 Explain the rationale for selecting or designing certain age-appropriate
classroom management practices during Physics activities
Critique professional
information related to
Physics Education
 Apply scientific methodologies (i.e., empirical and
investigative) to an inquiry-based Physics lesson.
 Develop a lesson plan for each type of scientific methodology (i.e.,
empirical and investigative)
Organize a laboratory
safety lesson
 Practice skills needed to investigate problems or situations
scientifically
 Create a plan for an effective Physics learning-environment.
 Develop age-appropriate classroom management during activities in
Physics
Implement teaching
practices under
supervision of a
professional educator.
 Compare various strategies of different teachers through
field observations and participation
 Demonstrate instructional and assessment strategies to
maximize student leaning of Physics concepts
 Collect self-reflections on performance and practices
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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 Create a Field Experience Journal
 Complete mid-term and final exams
TEXTBOOKS & REFERENCES
The Art of Teaching Science: Inquiry and Innovation in Middle School and High School (2nd e.)
Authors:
Jack Hassard and Michael Dias
Publisher: Routledge
ISBN-10:
0415965284
ISBN-13:
978-0415965286
Specific reading assignments from the text and supplementary materials will be posted on Blackboard and
announced in class throughout the course. Some materials will be provided.
ADDITIONAL RESOURCES
Provided during the class sessions, based on current topics and available information in Physics and Physics
Education.
COURSE REQUIREMENTS
Field Experience
All members of the class are expected to participate in 10 clock hours of Field Experience during the
semester of Methods I courses.
Because of the limited classroom time and the nature of some of the activities, some projects and
activities must be done outside of the scheduled class time. The time spent outside of class includes
observations, micro-teaching, and other directed experiences in classrooms during the semester of the
Methods I course. The instructor will provide specific assignments and/or tasks with directions on how
you will meet these requirements.
This class will be an interactive model of an inquiry-based, student-centered classroom. It will incorporate
the instructional strategies and assessment practices that you should be able to use in your own classrooms
as you complete the course work. Methods of presenting and acquiring information will include the
following:
Collaborative activities and/or projects
Interactive lectures
Performance assessments
Demonstrations
Field experiences
Research
Discussions
Out-of-class activities
Student presentations
Individual assignments
Micro-teaching
Use of Blackboard
Use of Blackboard:
You are expected to participate in using Blackboard during the course. Specific assignments, rubrics, and
other materials will be posted as the term progresses.
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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COURSE TOPICS

Overview; the Nature of Science, QNCS, Objectives, and Meta-cognition

Course Overview; Hierarchy of ideas and intro to National Standards

Content analysis (QNCS: Physics and objectives); Intro to process skills—Basic and integrated

Intro to constructivism in science and learning cycles, concept mapping, advance organizers;
Teaching concepts and instructional objectives

Engaging students with starter activities, such as discrepant events; identifying misconceptions;
the Inquiry Continuum: Didactic to Discovery; Constructivism and the art of questioning;
Conceptual Understanding,

Objectives and Strategies of Constructivism

Identifying and selecting strategies to match objectives; Starter activities

Micro-teaching and resources for safety in the Physics classroom

Safety in the Physics Classroom and the Science Classroom Environment; Introduction to
Assessment

Types of assessments; designing selected and constructed response items; Designing assessments
aligned to QNCS: Physics and objectives

Performance assessment: Authentic vs. Contrived; Measuring process skills—Basic and
integrated

Measuring Specific Concepts in Physics; Writing Assessments and Exams

Sequencing lessons; Differentiation in Physics classes
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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Topic Timeline
Week 1
Week 2
Week 3
Week 4
Overview (syllabus); Qatar National Curriculum Standards for Preparatory and Secondary
Physics; The Nature of Science; Science Process Skills (Basic and Integrated); Content
Analysis
Aims/Goals of Science teaching; Identifying Physics misconceptions; Teaching for
conceptual understanding; Differentiated strategies for effective instruction
Week 5
Writing objectives for Physics: Cognitive, behavioral, and psychomotor
Week 6
Constructivism in Science; Continuum of Inquiry (Didactic to Free Discovery); Learning
cycles; Advance organizers, graphic organizers and concept mapping
Week 7
Week 8
Mid-term Exam
Week 9
Assessment in the Physics classroom: Types of assessment, writing various types and
levels of items, measuring process skills, differentiating assessments, constructing and
effective exam (e.g., for unit or chapter)
Week 10
Week 11
Creating tools for assessment (e.g., checklists, histograms, exams, etc.) for all domains of
learning science (i.e., Cognitive, affective, and psychomotor)
Week 12
Field Experience (Micro-teaching)
Week 13
Field Experience (Micro-teaching)
Week 14
Introduction to technology in Physics classrooms; virtual labs; Safety in the Physics
classrooms and labs
Week 15
Final Exam
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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ASSESSMENTS
 Maintain a reflective journal – the contents will not be scored, but you must have a minimum of 12
separate entries from throughout the semester – no more than one per week.
 Create a Lab Safety Checklist or rubric for use in a Preparatory of Secondary Physics classroom and
lab.
 Complete a content analysis of a unit or chapter from your Physics textbook. Analyze the content in
references to the Nature of Science (e.g., generalizations, concepts, facts, etc.)
 Develop plans for interactive Physics lessons—The College of Education Lesson plan Template will
be provided and is mandatory to use.
 Create an exam for a unit or chapter using your textbook as the basis. Make the exam appropriate for
either Preparatory or Secondary Physics.
 Other in-class tasks and/or assignments will also be part of the course. There is no make-up for
missed in-class work.


Mid-term exam—Administered during Week 8, this exam will have a variety of item types, possibly
including multiple choice, matching, written response, and/or authentic tasks.
Final exam—Administered at the end of the term, this exam will have a variety of item types,
including multiple choice, matching, written response, and authentic tasks.
QATAR UNIVERSITY GRADING SYSTEM
A = 90% - 100%
I = Incomplete
B+ = 85% - 89.99
P = Pass
B = 80% - 84.99%
NP = Not Pass
C+ = 75% - 79.99%
C = 70% - 74.99%
D+ = 65% - 69.99%
D = 60% - 64.99%
F = Below 59.99%
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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SPECIAL NEEDS
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the
right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for
all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and
activities for students with special needs. Any student who feels s/he may need an accommodation based on
the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact
the Office for Disability Services to coordinate reasonable accommodations for students with documented
disabilities.
Special Needs Section
Student Activities building
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email:
specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM
STUDENT COMPLAINTS POLICY
Students at Qatar University have the right to pursue complaints related to faculty, staff, and other
students. The nature of the complaints may be either academic or non-academic. For more information about
the policy and processes related to this policy, you may refer to the students’ handbook.
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members of this
community, students are expected to recognize and honor standards of academic and intellectual integrity.
The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when
it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for
their decisions and actions. Any attempt by students to present the work of others as their own or to pass an
examination by improper means is regarded as a most serious offense and renders those students who do so
liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty
and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are
described on page 37 in the Qatar University Student Handbook.
LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to students to
supplement their in-class instruction and ability to meet course requirements. These services include tutoring,
acquiring efficient learning skills and strategies, academic and learning assessment (in conjunction with the
Counseling Center), and writing labs and workshops. Information about the Learning Center may be found
at http://www.qu.edu.qa/students/services/slsc/
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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Qatar National Professional Standards for Teachers
1. Structure innovative and flexible learning experiences for individuals and groups of students.
2. Assess and report on student learning.
3. Use teaching strategies and resources to engage students in effective learning.
4. Foster language, literacy, and numeracy development.
5. Create safe, supportive, and challenging learning environments.
6. Construct learning experiences that connect with the world beyond school.
7. Apply Information and Communication Technology (ICT) in managing student learning,
8. Apply knowledge of students and how they learn to support student learning and development.
9. Apply teaching/subject area knowledge to support student learning.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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