State University of New York
Graduate School of Education – Spring 2014
SEC 593D
PHILOSOPHICAL & THEORETICAL FOUNDATIONS OF SCIENCE TEACHING
Dr. Thomas O’Brien
Office: AB-126B
Office Phone: 777-4877
Home Phone: 786-0464
Class: Mon. 4:05-7:05 p.m. (+ 1 make-up class: Fri.April25) in AB-124
Office Hours: Mon. 2-3pm + 7:10-7:40 pm (after class) +
Wed. 11-1 pm + 7:30-8:00pm & by appointment
E-mail: tobrien@binghamton.edu
COURSE OBJECTIVES (Instructor generated)
The intent of this course is to provide an opportunity for preservice and inservice science teachers
to explore some of the often un/under-examined “theories-in-action” [i.e., philosophical, psychological
& pedagogical assumptions] related to the “who, what, when, where, why & how” of the grade 7-12
teaching-learning dynamic. It is the first half of a two-course sequence (paired with SEC 594D
Curriculum & Teaching/Science in the Fall) that is designed to prepare students for their fall semester
student teaching experience (MATs) and/or their ongoing careers (MATs & MsEds) as caring,
committed, competent & qualified professional educators. Specifically, SEC 593D students will:
1. Become aware of and critically evaluate the desired direction for science education in terms of
innovative, inclusive, & integrated Curriculum scope/content & sequence/organization, Instructional
strategies & Assessment techniques. “Intelligent,” research-informed CIA recommendations have been
advanced by scientists, science educators, historians & philosophers, & professional associations
(AAAS, AAPT, ACS, edTPA, NAS/NRC, NABT, NAGT, NESTA, NSTA, SSMA...NYSED Core
Curriculum Guides & NGSS) & informed by a growing body of cognitive & neuro-science research.
Do typical CIA practices in schools align with these recommendations? If not, why not and what
can be done at the level of individual classroom teachers to close the research—practice gap?
2. Experience as “students” & share as “teachers” interactive, inquiry-oriented CIA approaches &
models (i.e., align with NYSED Standard 1 + NGSS Dimension 1: Science & Engineering Practices)
that: (a) reflect course objective #1, (b) challenge misconceptions and extend the limits of your own
discipline-based, conceptual & epistemological (“how we know what we know”) knowledge and
(c) develop your Pedagogical Content Knowledge: understanding of & ability to translate & apply
cognitive science research; diverse, “Minds-On” Teaching Strategies; and “big picture” Common
Themes (NYSED Standard 6-Interconnectedness + NGSS Dimension 2: Crosscutting Concepts) and
Disciplinary Core Concepts (NGSS Dimension 3 & NYSED CCG Standard 4) into research-informed,
best practice teaching that focuses on “the forest for the trees.”
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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3. Examine, modify/develop, & critique CIA lesson/unit plans (5E Teaching Cycle: Engage –
Explore – Explain – Elaborate – Evaluate) & related technological tools (e.g., multimedia programs,
World Wide Web, etc.,) for use in the current or subsequent school year that move beyond a “teaching
as telling (or chalk & talk) and learning as listening” or transmission/reception paradigm that leads
many learners to “balk & walk” away from science.
4. Observe & practice specific skills of (micro)teaching in: (a) FUNdaMENTAL, peer learning
environment and (b) “exploratory excursions” into gr.7-12 classrooms with your potential future
cooperating teachers (minimum of 65 hrs of field experience for MATs who have already completed or
are concurrently working on the 35 hours required in SPED 500 + LTRC 519 OR an alternative project
for MsEd students).
5. Become familiar with science education organizations, government agencies, not-for-profit
foundations & private companies and the publications, Internet sites & conferences/workshops they
sponsor to aid ongoing teacher, classroom-based “action research” & professional development.
6. (a) Articulate & reconstruct their prior philosophical, psychological & pedagogical assumptions
related to the Nature Of Science (NOS), teaching and learning (i.e., “unquestioned answers” from 17+
years of “apprenticeships of observation” as “good” students) and to…
(b) Re-envision goals & develop action plans for gaining & maintaining students’ cooperation &
active, “minds-on” participation in the teaching/learning process that promote Science for All
Americans via attention-activating, broadly inclusive, culturally relevant, developmentally appropriate
and cognitively & emotionally engaging CIA.
“Intelligent” CIA is based on recognition that every science concept, principle & theory that
we teach was/is an ANSWER/SOLUTION to one or more important science and/or engineering
QUESTIONS/PROBLEMS. Effective teachers begin (& end) instruction by “engaging” students
with interesting, important questions/problems posed by real-world FUNomena (NYSED Core
Curriculum Guides Standard 7/Interdisciplinary Problem Solving & NGSS Science & Engineering
Practices).
7. Begin to build a support community (via face-to-face & regular e-mail exchanges) that will help
nurture the fall semester student teaching/internship (MATs) & subsequent careers as lifelong
learners/teachers/leaders who are individually & collectively committed to “making a difference” in
the cognitive, affective & social development of their students.
Excellence as a teacher is not achieved in isolation, but rather in community. Excellent science
departments & schools are analogous to a TEAM sport where the “whole is significantly better than
the sum of the parts.” As such, excellence is an emergent, system-level property of dynamic learners &
learning organizations –consider using your SEC 593D cohort group as a starting base to expand from.
What do you intend to get out of this course?
What are you committed to investing in the course?
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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Students are expected to develop as creative, critically reflective practitioners by alternating
between the roles of student and teacher by both thinking/writing/talking about and practicing the
disciplines of science and science education and the profession of science teaching. Interactive,
FUNdaMENTAL, “minds-on” experiential learning activities will be regularly used as both
visual participatory analogies for science teacher education and as exemplars of grade 7-12 science
inquiry activities. You will be challenged to: (a) “question the answers” as provided by your prior
experiences as to how classroom/school science should be designed to maximize learning for all
students (versus only “what worked for me”) and (b) move beyond merely “doing things right” by
following CIA “policy prescriptions issued from above” (NYSED & textbooks), to “doing the right
things” as informed by research & the prior experiences, conceptions & needs of your students.
In addition to specific cognitive & skills outcomes, course experiences are aimed to create an
increased interest in and appreciation for science (as a field of inquiry characterized by its reliance on
empirical data/evidence, logical argument & skeptical review); its applications in & STS/STEM
implications for our world; & the mission of schools to promote the development of all students as
scientifically literate citizens/lifelong learners who positively contribute to the quality of life on Earth.
REQUIRED TEXT and RESOURCES: (the same set of books will be used in SEC 594D)
Chiappetta, E. & Koballa, T. (2010/7th ed.). Science Instruction in the Middle & Secondary
Schools. Merrill. [This is a standard science teaching methods textbook].
Driver, R, et al., (1994). Making Sense of Secondary Science: Research into Children’s Ideas. NY:
Routledge. [This book summarizes ~20 yrs of research on misconceptions; see also Duit & others].
edTPA-Secondary Science Handbook: http://edtpa.aacte.org/. Click Download Handbooks & select
New York State Education Department: Free NYSED Downloads:
Learning Standards for Mathematics, Science & Technology (March 1996).
http://www.p12.nysed.gov/ciai/standards.html (7 “big picture,” integrated MST Standards)
NYSED Core Curriculum Guides for gr. 5-8/Intermediate Science and gr.9-12/specific
disciplines. http://www.emsc.nysed.gov/ciai/pub/pubsci.html. Note: The Living Environment
Core Guide is missing Standard 6-Interconnectedness: Common Themes, so biology teachers
need to look to Intermediate Core Guide (pp.7-8) to find & incorporate them into assignments.
New York State Teaching Standards: Released as a draft for comment on October 4, 2010:
http://www.highered.nysed.gov/tcert/resteachers/commentprocess.html
NYSED Office of Higher Education/Teaching Initiatives: http://www.highered.nysed.gov/tcert/
Code of Ethics: http://www.highered.nysed.gov/tcert/resteachers/codeofethics.html
National Research Council. (July 2011). A Framework for K-12 Science Education: Practices,
Crosscutting Concepts and Core Ideas. This document provides the framework for the NGSS.
http://www7.nationalacademies.org/bose/Standards_Framework_homepage.html
Download free pdf: http://www.nap.edu/catalog.php?record_id=13165
Next Generation Science Standards: http://www.nextgenscience.org/next-generation-science-standards
O’Brien, T. Three-volume, Brain-Powered Science: Teaching and Learning with Discrepant
Events (2010-2011). Arlington, VA: NSTA Press. These dual-purpose, science inquiry discrepant
event/science education visual participatory analogies will be used regularly throughout the course.
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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The instructor will order this book set for students at a reduced price available only to the author; they
are not in the campus bookstore. The hundreds of Internet Connections cited in these three books are
available as live links at NSTA Press Extras: http://www.nsta.org/publications/press/extras/.
O’Brien, T. WWW “Hot”Spots can lead to really “Cool” Science Teaching & Learning:
http://csmte.binghamton.edu/links.html & Annotated Bibliographies on About CSMTE page.
CMap Tool: Freeware from Institute for Human & Machine Cognition: http://cmap.ihmc.us/
Or optional Concept Mapping software:
Inspiration ($ for Mac/Win): http://www.inspiration.com/Inspiration
Omnigraffle ($ for Mac): https://store.omnigroup.com.
Binder of Supplemental Readings (to be returned): large # short articles + book selections from:
American Association for the Advancement of Science. (1989). Science for All Americans: Project
2061. Ch.11-13.
Dewey, John. (1924). Democracy and Education: An Introduction to the Philosophy of Education,
Ch.XVII (Ch.17/Science in the Course of Study). Entire book available as a digital text:
http://www.gutenberg.org/files/852/852-h/852-h.htm
Cheek, D & O’Brien, T. (1996). NYSTEP Teacher Guide. Albany, NY: NYSED.
Recommended Professional Resources (listed at end of syllabus): consult as desired.
E-mail/Internet Access (required): For this course (& in preparation for your careers as
“connected,” technologically competent, lifelong learners/networking teachers), students are expected
to have access to & make regular, weekly, between-class use of e-mail for instructor-student &
student-student exchanges (including periodic pre- and/or post-class, “mini-assignments”/discussion
prompts) and the Internet. If you do not currently have such access at home (or work), you may use
any of the university’s free computer pods (including those on the 1st floor of Academic B & those in
Science II & III). As a registered BU student, you are entitled to print out up to 100 pages free-ofcharge per week. Alternatively, the BU Computer Help Desk will provide you a CD for free Internet
access (either Windows or Mac platforms) through the BU server that allows you dial in from home
for no additional charge (unless the call to BU is long-distance).
Classroom Environment
The Faculty and Staff in the Graduate School of Education are committed to serving all enrolled
students. The intention is to create an intellectually stimulating, safe and respectful class atmosphere.
In return it is expected that each of you will honor and respect the opinions and feelings of others. That
said, MAT/Science students will be expected to both provide & positively respond to critical,
constructive, collegial (& instructor generated) feedback (i.e., to become “critical friends”).
Accommodations
If you are a student with a disability and wish to request accommodations, please notify the
instructor by the second week of class. You are also encouraged to contact the Office of Services for
Students with Disabilities (SSD) at 777-2686 in room UU-119. The SSD office makes formal
recommendations regarding necessary and appropriate accommodations based on specifically
diagnosed disabilities. Information regarding disabilities is treated in a confidential manner.
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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Academic Honesty
All members of the university community have the responsibility to maintain and foster a
condition and an atmosphere of academic integrity. Specifically, this requires that all classroom,
laboratory, and written work for which a person claims credit is in fact that person’s own work. The
annual university Student Handbook publication has detailed information on academic integrity.
Students assume responsibility of the content and integrity of the academic work they submit.
Students are in violation of academic honesty if the incorporate into their written or oral reports any
unacknowledged published or unpublished or oral material form the work of another (plagiarism); or if
they use, request, or give unauthorized assistance in any academic work (cheating).” (SOE Academic
Honesty Policies). Plagiarism and cheating will not be tolerated in this class. Incidents of either will
result in a failing grade for the assignment in question. If you have any questions about what
constitutes plagiarism or cheating, PLEASE ASK ME!
http://www.binghamton.edu/grad-school/faculty-and-staff/policies-and-procedures/academichonesty.html
ASSIGNMENTS: WRITTEN & PRESENTATION
The following assignments (in conjunction with the required reading assignments) are intended to
assist you in attaining the course objectives and to directly affect the quality of your CIA as a science
teacher. Accordingly, assignments should be completed in light of your current or anticipated,
discipline & grade-level specific teaching assignments. All assignments involving curriculum
development should be intentionally & explicitly linked to grade level appropriate, standards based
objectives -- these should be directly copied, cut and pasted from the NYSED Core Curriculum
documents (with identifying #/letters and page#). The goal of all assignments is relevant learning, not
producing a stream of papers and words to earn a “grade” -- your current (for MsEd) or future (for
MAT) students & classrooms will provide the ultimate “test/grade.” Exemplary work should be saved
for inclusion in your Professional Teaching Portfolio (SEC 594D or SEC 592 graduation
requirement).
* Note: Although the majority of the written assignments are due in the second half of the course,
significant work on the later assignments should precede the due dates to avoid an end-of-semester
crunch. All due dates should be met unless a prior request for a delay is approved. All assignments
should be handed in as word-processed, paper copies. Several instructor-designated assignments will
also be shared with the instructor & your peers as attached electronic files sent to the class e-mail list.
1. Science Education Abstracts: Articles &/or TV Shows, Websites
6%
Read three science education (not science) articles from three different journals and prepare a brief
(1.5-2 double-spaced pages) typed abstract (with complete bibliographic reference citation) and
personal reaction statement (with explicit reference to your evolving sense of PCK). This assignment
(2% each) is an opportunity to become familiar with both science education research journals
(including quantitative & qualitative design paradigms) and practitioner-oriented “teaching tips” type
journals. As an option (for one article) you may substitute: (a) viewing/summarizing (abstract +
reaction) a science TV show/DVD (e.g., MythBusters, National Geographic, Nature, NOVA, &
Scientific American’s Frontiers) or (b) critically reviewing a science education website.
DUE DATES: Class #3 (Feb.10), #4 (Feb.17), & #5 (Feb.24)
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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2. ENGAGing Discrepant Event Demonstration Writeup & Presentation
20%
Prepare & present before your peers a 10-minute Microteach demonstration of a scientific concept
of your choice* that “raises questions rather than provides answers; emphasizes wow & wonder before
words; and features a FUNomenon first, facts can follow later” approach to engaging student interest
& attention (at the beginning of a unit). The presentation should include effective use of multimedia
(e.g., BB/WB/PP or OH/Elmo) to raise and capture student questions and ideas and be designed in
light of the S2EE2R criteria (Safe, Simple, Enjoyable, Economical, Effective & Relevant). A 4-6
double-spaced page (typed) descriptive Writeup (distributed to the class via e-mail following the
presentation) must include: (a) title & lesson-level objectives copied, cut & pasted from the
appropriate NYSED Core Curriculum Guide (including Standards 1/Inquiry, 6/Interconnectedness:
Common Themes, 7/Interdisciplinary Problem Solving & 4/Science content/key ideas with page#) –
be selective of those objectives that your demonstration will be specifically designed to teach,
(b) Concept Map (contains all the key content objectives listed in the objectives you claim to teach),
(c) discussion of how this demonstration activates &/or challenges misconceptions students are likely
to have about the concept (cite Driver, www sites, journals, etc.,), (d) materials list, (e) procedures
followed (with sketch of setup if appropriate) including any safety precautions, (f) relevant Focus
Questions and assessment items (with answers keyed to Bloom’s Taxonomy) to be used before, during
and after the demonstration, (g) statement of how the demonstration would be used to introduce a 5E
unit and its relevance to students’ lives/SW2C and (h) source citations.
* Consultation to discuss the writeup & presentation with instructor is required. Optimally, this
discrepant event will be part of the Engage Phase of your 5E Unit/Assn.#5 so you should be thinking
about your unit content focus when you select the demonstration.
DUE DATE: Writeup: Class #8/March 17. Presentations: Classes #9 (3MATs) + #10/March 31 (6MATs)
3. SciEd Association Membership + One Professional Development Option
8%
Provide evidence that you have joined a science education professional association (e.g.,
NSTA/free, SSMA, NABT, AAPT, ACS, NAGT, STANYS/free, etc.,) and completed one of the
following PD options: (a) attended & critiqued a science education workshop (i.e., a #options will be
announced by the instructor during the course) or (b) visited & critiqued an informal science education
center/museum (e.g., Ithaca Science Center or Museum of the Earth, Science Discovery Center of
Oneonta-SUNY, Syracuse MOST, Rochester, Buffalo, Toronto, Jersey City, Baltimore, Philadelphia,
Washington DC, San Francisco, etc.,) or (c) judged a local science fair (e.g., JFSnapp MS/date? or
Seton Catholic MS/Thursday Feb.20, 8-noon  contact Linda Garbade: lgarbade@syrdiocese.org) or
(d) participated in a science demonstration show (e.g., BU Day at the Mall on Saturday, Feb. 22,
from 11 to 3 or others to be arranged). The double-spaced 2-page written summary should discuss
how the workshop, museum, science fair, or demonstration show relates to SEC 593D’s focus on
FUNdaMENTAL, developmentally appropriate, “minds-on, real-world relevant” science and include
suggestions for design improvements. The summary/writeup should be handed in whenever it is
completed, but not later than: DUE DATE: Class #15/May 12/Exam Wk)
4. Inductive, EXPLORE Phase Laboratory “Experiment” (Re)Design Project
10%
Design an original or preferably, significantly modify a pre-existing lab “exercise” (published in a
textbook, website, etc.,) to be a “minds-on invitation to inquiry investigation” with relevance to
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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students’ lives (esp., the underrepresented), and one or more of the following: a science-technologysociety theme/real-world relevance, a field experience (real or virtual), calculator/computer based data
acquisition and/or an at-home experiment. The visually appealing write-up should include in a Teacher
Info Section: (a) title & lesson-level objectives copied, cut & pasted from the appropriate NYSED Core
Curriculum Guide (list page # in Guide & key ideas#/letter for Standards #1, 4, 6 & 7), (b) CMap that
“magnifies” the key ideas developed in the lab, (c) probable misconceptions (include literature
citations see Driver, www, journals, etc.,), (d) brief 5E discussion (outline of how the lab fits into the
bigger picture of an integrated instructional unit) & target grade level, (e) answers & Bloom’s level
designations for pre/post lab assessment items AND a separate, “ready-to-duplicate & distribute”
visually appealing Student Handout Section): (f) statement of purpose that provides compelling “focus
questions” and does not include “premature answers,” (g) materials list, (h) procedure (with safety
precautions), and (i) pre/post-lab questions which assess & extend the students’ understanding. E-mail
copy to classmates & give instructor copy of original lab with source citation (if modification of
commercial lab).
Alternative/Option: Design an Instructional Sequence that Features a Commercial “inquiryoriented” Multimedia Package (CD-ROM/DVD) and/or Internet Simulation Site. Outline a
“mini” 5E Cycle with detailed lesson plans for a 2-3 period sequence that features multimedia &
describes how it will be used & your critical evaluation of its strengths &weaknesses.
Optimally this lab should be part of the EXPLORE phase of your 5E unit (Assn#5) -- so keep your
unit content focus in mind when you select a lab to revise. DUE DATE: Class #12 (Friday April 25)
5. Science Concept Mini-Unit Plan (5E Teaching Cycle) with Lesson Plans
25%
Select a topic of your choice (from the appropriate NYSED Core Curriculum Guide) & prepare a
10-15 page (typed) for e-mail distribution to classmates (after instructor review) which includes: (a)
title & unit level objectives copied, cut & pasted from the appropriate NYSED Core Curriculum Guide
(list page # in Guide & key ideas#/letter for Stds #1, 4, 6 & 7), (b) concept map which places the
concept in a pedagogically defensible framework of related concepts, (c) brief discussion of student
misconceptions (include literature citations see Driver, www, journals, etc.,), (d) a fully developed 5E
Teaching Cycle: Lesson plans with timelines subdivided into 3-8 minute segments with explicitly
articulated Focus Questions, lesson openers/advance organizers & closures for a minimum of 5 days of
teaching or one day minimum per each 5E phase –the Instructor will provide a model lesson plan
format) that includes analogies, models, demonstrations [the Engage Phase should include the
Discrepant Event Demonstration previously developed, but now placed in the context of a fullday lesson plan], games, relevant connections to students’ lives/SW2C, multimedia, & humorous
approaches you would use to introduce and/or illustrate the concept, (e) brief discussion on how these
creative approaches will better engage students from groups traditionally underrepresented in science
(“special” education students, females & minorities), (f) Explore Phase lab (optimally, this will be the
one you redesigned for the previous assignment – if not, a lab can be photocopied from commercial
texts or websites) to help introduce the concept, (g) minimum of 5 different types of test items (with
correct answers & Bloom’s level indicated) to assess students’ understanding & (h) source citations
(journals, books, videos, www).
*The lesson plans/unit should contain sufficient detail that another science teacher could execute
the plan. Each individual lesson plan should be written in light of the instructor-distributed 20 item
Science Teacher Observation Record & Evaluation Form & the Reformed Teaching Observation
Protocol (http://physicsed.buffalostate.edu/AZTEC/RTOP/RTOP_full/)
DUE DATE: Class #13 (April 28).
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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6. Science Teaching Philosophy Essays/Informed by Readings & Experiences in SEC 593D 16%
(a) What is science as connected to, yet distinct from technology and contrasted to pseudoscience?
Define and differentiate the three domains. (b) Define learning & teaching? What are the relationships
between and complementary roles & responsibilities of teachers & learners/students? (c) Why I want
to teach science to grades 7-12 students (discuss both personal & altruistic/societal reasons)?
DUE DATE: Class #7 (March 10) questions (a)  (c),
(d) What are the characteristics of an effective science Curriculum? (e) What are the characteristics
of an effective, “professional” science teacher (including Instructional strategies/repertoire/”tool kit”)?
DUE DATE: Class #9 (March 24) questions (d)  (e)
(f) What are the purposes & characteristics of an effective science Assessment system? (g) What
are the purposes & characteristics of “good” classroom management; what does it look like and how is
it achieved in a science classroom? (h) What is/are the most powerful 1-3 lesson(s) you’ve learned in
SEC 593D and what do you feel you most still need to learn about science and science teaching?
DUE DATE: Class #14 (May 5) questions (f)  (h).
These three, 6-8 page typed (double-spaced) papers should include separate answers for each of
these eight questions that reflects beginning-mid-end of course changes in perspectives, processing of
assigned readings (with specific cited references from the course readings; a minimum of three per
question and at least 10 different references overall) and class activities & discussions.
7. School Visitations/Daily Field Work Learning Log & Cumulative Reflective Summary 10%
Attending 7-12th grade schools as students and working in them as teachers are significantly
different experiences. The latter requires the development of a different set of eyes/perspective and
Pedagogical Content Knowledge (PCK) and human relations skills. To help make this transition less of
a culture shock, NYSED regulations mandate that all teacher education students spend a minimum
of 100 clocks hours in schools (directly linked to concurrent education coursework) prior to student
teaching. These hours must include a minimum of 15 hours with students with special learning needs
& an experience in a high needs school (unless at least one of your student teaching experiences are in
such a school). Most students complete their first 35 hours in conjunction with taking SPED 500 and
LTRC 519.
SEC 593D has the remainder of 65 hours (minimum). Field placements will be arranged by the
GSE’s Administrative Assistant & Placement Officer, Tami Mann (777-5322, AB 133D) in mid-late
February. Typically, these placements are with the same two teachers you will work with during the
fall student teaching placements (but teachers always have the “right to refusal”). A variety of local
school districts will be used. MATs are expected to spend ~55 hours (minimum) in the first of two
school placements (grades 7-9 or 10-12) before Class #15/May 12. The remaining 5-10 hours that are
reserved for the 2nd placement (at the other grade level) may fall during or after BU’s Exam Week.
Required Field Work may include: • tutoring individual students on class work &/or for the
Regents Exams • working with small groups (3-5) of students in a class setting • observing the
interactions within &/or helping to monitor a science classroom/lab or other places in the school—
halls, cafeteria, gym, bathrooms, etc., • “shadowing” a student for a day (most desirable, if possible) •
learning about support systems (e.g., busing, food services, counseling, social services, & mentoring
programs) • reviewing science textbooks & lab manuals relative to actual instruction, ...AND IF
ALLOWED by your teacher, in the second half of your experience, limited (in number & scope) coSEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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teaching and/or solo, whole class teaching is most desirable & strongly recommended. You may
have a chance to “test out” your discrepant event demonstration with “real” students .
At all times conduct yourself professionally in the school: dress neatly and according to faculty
dress codes and behave above reproach where students’ rights and sensitivities are concerned. Do not
challenge the amount or kind of work you are asked to do (refer issues to Tami & the SEC 593D
course instructor if necessary). When in doubt, push to do more rather than less. Remember that you
are in the school because of the professional courtesy of teachers & administrators & your active
presence should provide some worthwhile service to the students, teachers &/or schools, as well as
serve your own professional learning needs. Your conduct reflects on BU/SOE & the MAT program
and it can open (or close) doors for future work with the district/school.
Fall’2014 student teaching placements will be finalized in late April-early May & the MATs
should be sure to invest sufficient time with both the middle & high school teachers with whom you
will be placed to come to a mutual decision about which will be your first (vs second) student teaching
placement and what units will be covered in the respective portions of the fall semester. These hours
may take place after May 14 as necessary to provide sufficient guidance for your summer preparation.
A brief, 6-9 single-spaced paged Daily Field Work Learning Log of the dates, times, activities
observed (i.e., objectively note the actions/reactions of both teachers and students and your subjective,
professional assessment of their relative effectiveness & cooperation in co-creating a dynamic
teaching—learning environment). Especially note any activities that you were directly engaged in
(beyond observing) and questions that these experiences raised in your mind (as connected to only the
first, 55 hr field placement) and a 3-4 double-spaced page Cumulative Reflective Summary of
‘impressions & lessons learned’ as compared/contrasted to SEC 593D foci, your own past experiences
as a student, & your personal teaching goals – what you would most like to emulate, build on or
change in your work as a teacher. DUE DATE: Class#15/May 12.
NOTE: MsEd students should complete a self-selected, instructor-approved, alternative project.
8. Attendance and Active Participation are assumed.
5%
This will not only affect what you get out of this class, but also the quality of the learning
environment that is available to your fellow classmates. Timely completion of readings and other
assignments and brief responses to periodic e-mail “thought questions” & prompts will allow for
lively, interactive and productive classes. In addition to the instructor, the required readings, and email exchanges, a primary resource for this course is the educational experience (with both high &
low quality teacher models), scientific understandings (including misconceptions) and evolving
pedagogical perspectives of the student-learners in the class. Exemplary participation will be
rewarded in ways far more significant than grades. If an unavoidable schedule conflict or sickness
necessitates missing a class, please inform the instructor ahead of time (if possible) and plan for a
classmate to videotape the class and/or arrange for another means to make up for lost information.
Missing more than one, 3-hour class (particularly without explanation &/or prior notification &
approval), will call for additional assignments or be grounds for withdrawal from the course.
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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NOTE: The instructor will make every effort to insure that all SEC 593D students are both
challenged and supported in their pursuit of science teaching careers. However, satisfactory, on-time
completion of all course assignments (including attendance & performance during the 65-hrs of
linked field experience) is a non-negotiable prerequisite for a MAT student to advance in his/her
studies to the fall student teaching semester (SEC 590-591). Students with less than acceptable
performance will be either put on a “probationary” status or counseled out of the MAT program. All
grade 7-12 students deserve a high quality science teacher and BU/SOE is committed to honoring this
standard by graduating only caring, competent & qualified professional educators.
I’d rather know some of the questions than all of the answers
- James Thurber, American humorist
SCHEDULE OF CLASSES & ASSIGNMENTS
The following “tentative” schedule of class topics & readings is designed with the intention to
optimally address student needs relative to the course objectives and assignments as well as future
(student) teaching placements. Schedule modifications will be made as warranted. Snow dates will be
made up. Note: The Assignment listed at the end of each class meeting date is what is due for the
next class. In order to maintain an inquiry focus, readings from the three Brain-Powered
Science…books will be assigned after specific activities are used in class.
Class #1 (Jan.27): Introductions, Course Objectives & Overview. Course Focus Questions:
FQ: * What do I need to learn (&/or unlearn) about science & the profession of science teaching? *
Begin to consider the eight “big picture” questions for the course: (a) What is science (as connected to,
yet distinct from technology and contrasted to pseudoscience)? (b) Define learning & teaching? What
are the relationships between and complementary roles & responsibilities of teachers &
learners/students? (c) Why do I want to teach science (both personal & altruistic/societal reasons)?
(d) What are the purposes & characteristics of an effective science Curriculum? (e) What are the
characteristics of an effective, “professional” science teacher (including Instructional strategies
repertoire/”tool kit”)? (f) What are the purposes & characteristics of an effective science Assessment
system? (g) What are the purposes & characteristics of “good” classroom management; what does it
look like and how is it achieved in a science classroom?
* Class activities on the philosophy/Nature Of Science (NOS), science inquiry & science education *
ASSIGNMENT: Read C&K Ch.1 (Beginning Science Ts, pp.2-12) & Ch.7 (NOS, pp.100-117);
NYSED Core Curriculum Guide: Intermediate Level (download from website);
Course Binder: NBPTS: What Teachers Should Know & Be Able to Do; Regents Goals/A New
Compact/MST Outcomes/Appendix B Essential Skills; “Panelist Flay Biology;” “Hammer or
Sponge?”; Dewey Ch. XVII (pp.256-270); NSTA Conceptual Schemes; & Science for All Americans:
Ch.11 Common Themes & Ch.12 Habits of Mind; and McComas “Ten Myths of Science”. Reexamine above questions in view of readings & class discussion. Review syllabus with a “special eye”
to aligning course objectives, your personal/professional goals & assignments. Check Binder of
Supplemental Readings’ Table of Contents against actual contents. E-mail Mini-Investigations:
Jumping to Conclusions - Media Madness Matters + 30x Microscope “Play.”
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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Class #2 (Feb.3): Continue focus on History & Nature Of Science (HOS/NOS).
FQ: WHAT is Science (vs pseudoscience & technology) for All Americans (WHO & WHY?) in terms
of Curricular content & sequencing (WHAT & WHEN?/Big Ideas/Unifying Themes & Inquiry skills),
Instructional strategies & Assessment approaches (HOW?) as suggested by educational philosophers &
professional science/science education associations?
ASSIGNMENT: Read C & K, Ch.2 (Purpose of Teaching Science, pp.14-26); The Demon-Haunted
World (C.Sagan), pp.210-16 excerpt & Prepare Assn#1: SciEd Abstract #1.
E-Mail Probe: Briefly describe (1/2 to 1 page) the most surprising, interesting, disturbing (i.e.,
“discrepant”), and/or relevant things you’ve learned from the first two classes.
Class #3 (Feb.10): Continue Class #2 & FQ: WHY is Science Important for ALL Americans?
ASSIGNMENT: Read: NYSED Core Curriculum Guide for your High School level course
NYSTEP TG Section 6/Constructivist Learning Theory & Teaching for Conceptual Change (pp.25-32),
C & K Ch.10 (Learning: pp.165-178) & Ch.5 (Teaching, pp.68-79) + e-Mail Readings [Effective
Teachers & Ads/Media, - So How hard can teaching be? - What do teachers make? - Harry Potter
excerpt/Professor Umbridge & class definitions of Teaching]. Prepare Assn#1: SciEd Abstract #2.
Note: The instructor authored: Brain-Powered Science… , and More BPS will be distributed &
specific readings assigned in line with the inquiry activities performed in class; students will be
requested to NOT read ahead in these books.
Class #4 (Feb.17): Continue Class#3 FQ: WHY is Science Important for ALL Americans? & begin the
Critical Analysis of Analogies for Teaching/Learning & Characteristics of Effective Teachers.
FQ: How do different analogies represent different aspects of the teaching/learning dynamic?
ASSIGNMENT: Read C & K, Ch.8 (Inquiry: pp120-143) & Ch.11 (Demonstration: pp.186-189); &
Binder: “The Science & Art of Science Demonstrations” (J.Chem.Ed. Nov’91).
Prepare Assn#1: SciEd Abstract #3.
Class #5 (Feb.24): Cognitive Psychology & the “Science of Science Teaching” I.
FQ: What is learning & how can teachers activate attention & catalyze cognitive processing,
conceptual change & learning via research-informed CIA?
ASSIGNMENT: Read Binder: Ch.2/Learning & Concept Map; Science for All Americans: Ch.13
Effective Learning & Teaching; and Roth: “It’s Not Enough to Do or Relate.”
Class #6 (March 3): CognPsych II: Misconceptions, Diagnostic Assessment & Concept Mapping.
FQ: How can teachers assess students’ pre-instructional conceptions and facilitate conceptual change
toward more scientifically valid understandings?
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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ASSIGNMENT: Read C & K Ch.11 (Discussion, Demonstration & Lecture: pp.180-5 + 190-193) &
Ch.15 (Computers & Electronic Tech. pp.256-268); and Binder: ERS Improving Student Achievement
in Science + Systems View of Communication. Complete questions (a), (b), & (c) of Assn.#6 Personal
Philosophy as Informed by Research. E-Mail Probe: BRAINS Acronym & A-Z “Weapons of Mass
Instruction” Brainstorm.
Class #7 (March 10): Cognitive Psychology III & A-Z Interactive Instructional Strategies
FQ: What array of Instructional strategies can teachers use to reach ALL their students?
(“weapons of mass instruction that maximize both direct & collateral learning”)
ASSIGNMENT: Read C & K Ch.3 (Planning, pp.28-45) and Review the NYSED Core Curriculum
Guides tied to your content area (both Intermediate/gr.5-8 and 9-12).
Prepare Assn #2 ENGAGing Demo/Discrepant Event Writeup.
Class #8 (March 17): 5E Teaching Cycle (Engage—Explore—Explain—Elaborate—Evaluate),
NYSED Core Curriculum Guides & Lesson/Unit Planning Part 1
FQ: How does one design scaffolded, constructivist CIA units that actively “engage” students and
address the NYSED Standards?
ASSIGNMENT: Complete questions (d) & (e) of Assn.#6 Personal Philosophy as Informed by
Research. Read sample 5E from EMBPS (O’Brien, 2011) The instructor authored: Even More BrainPowered Science… will be distributed & specific readings assigned in line with the inquiry activities
performed in class; students will be requested to NOT read ahead in these book.
+ 3 student “volunteers” will prepare to present Microteach presentation
*Class #9 (March 24): 5E Teaching Cycle (Engage—Explore—Explain—Elaborate—Evaluate),
NYSED Core Curriculum Guides & Lesson/Unit Planning Part 2 + Microteach Part 1 (3 MATs)
FQ: How does one design scaffolded, constructivist CIA units that actively “engage” students and
address the NYSED Standards?
*Note: IF we can start this class at 3:45pm, it would be helpful
ASSIGNMENT: Other 9 MATs prepare to deliver Microteach
* Class #10 (March 31): Student Microteaching Presentations (6 MATs) -FQ: How can I translate what I’ve learned into the design, “delivery,” and assessment of an
“engaging” mini-lesson (S2EE2R criteria)? How can I both provide & positively respond to critical,
constructive, collegial feedback?
*Note: IF we can start this class at 3:45pm, it would be helpful
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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ASSIGNMENT: Read C & K Ch.13 (Laboratory & Field Work, pp.212-230) and Ch.14 (Safety in
the Laboratory & Classroom, pp.232-253); Binder: Lab-Related Responsibilities/Types of Labs &
Safety Contract; AAAS Benchmarks Ch.12/Habits of Mind (pp.281-300) & Executive Summary of
America’s Lab Report: http://www.nap.edu/catalog/11311.html. Take Safety/Legal Quiz. Minimally,
identify a concept, or preferably, an existing laboratory exercise or multimedia package that you plan
to (re)design (Note: Assn.#4 is due on Class #12/FRIday April 25).
Class #11 (April 7): Laboratory Activities (Exploration phase), Facilities, & Safety I.
FQ: How can I learn how to design psychologically and physically safe & effective hands-on/mindson inquiry-oriented investigations (in the context of an integrated, 5E instructional unit)?
ASSIGNMENT: Complete Assn.#4 Lab Experiment (Re)Design or Multiday, MultiMedia
“mini”5E. Read C & K Ch.4 (Assessment, pp.48-65); and Binder readings on assessment &
evaluation.
Spring Recess: NO CLASS for Monday courses; miss two classes April 14th + April 21st over
 Reschedule one makeup class FRIday April 25)
Class #12 (FRIday April 25): Assessment (during ALL 5Es): Measurement, Testing & Evaluation I.
FQ: How can I design Assessments to align with & serve Curricular & Instructional purposes?
[How do diagnostic, formative & summative assessments of cognitive, psychomotor & affective
objectives help connect the intended (C), implemented (I) & attained (A) “lessons” in a way that
provides timely, useful feedback that informs both teachers and learners?]
ASSIGNMENT: Complete Assn.#5 Science Concept Mini-Unit Plan (5E Cycle with Lesson Plans).
and C & K Ch.6/Science Learning Environment (pp.82-98). Respond to CM Scenarios.
Class #13 (April 28): Classroom Management Strategies I.
FQ: How can I gain & maintain optimal student cooperation & active,“minds-on” engagement in
the teaching/learning process (& minimize off-task behaviors)?
ASSIGNMENT: Read Binder: three Readability packets & [Fensham, Ch.2/What Counts as Science
Education (pp.27-51)]. Complete Assn.#6 Personal Philosophy as Informed by Research questions (f),
(g), & (h).
Class #14 (May 5): Effective Utilization of Science Textbooks I
FQ: What are appropriate roles for a textbook & How can I help students learn to use
the textbook (& other print media) as a learning resource?
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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ASSIGNMENT: Read C & K Ch.9 (Diverse Learners, pp.145-161). Take Learning Styles and/or
Multiple Intelligences Inventory. Complete Assn#7 School Visitations/Field Work Log (MATs) or
alternative project (MsEd) and Assn #3 SciEd Assn & Wksp. (if not already handed in) by Class #15.
Class #15 (May 12/Exam Week): Reserve for Snow Day MakeUp OR Course Evaluation (SOOTS)
+ Cognitive Diversity & Science for All: Exceptionalities, Gender & Multicultural Issues I +
FQ: How can I learn about & draw on student diversity to optimally serve ALL students?
Pre-Fall/SEC 594D ASSIGNMENT: Read C & K Ch.12 (STS, pp.196-210). Also, explore the
History of Science & Science Education. For the MATs, the Fall’2014 semester will most certainly be
an intense one. Multiple demands will be put on your time by the five full days per week student
teaching placements (split as two, separate, full-day, 7-8 week placements), a second graduate science
education course (SEC 594D) & other personal/family responsibilities. Whether the semester is more
one of pleasure & professional growth & satisfaction or personal anxiety, stress, & exhaustion depends
in large part on how you use your “free” time this summer. Also, attempting to hold a part-time job
during the student teaching semester has consistently resulted in significantly lower quality
student teaching (& letters of recommendation) – optimally, students should NOT work a parttime job – if absolutely necessary, please restrict yourself to no more than 8 hrs/week on Saturday
&/or Sunday.
SEC 593D was designed to orient you to the science teaching profession by raising questions,
helping you define desired directions, modeling research informed practices & pointing you to
resources e.g., CSMTE Website, annotated bibliographies & the books cited below) to help in your
personal journey of growth. Continued perusal of science education journals, sourcebooks, websites,
the NYSED Core Curriculum Guides and the text(s) for the course(s) you will be teaching; as well as
development of resource files and lesson/unit plans is highly recommended [and will give you a
head-start on SEC 594D assignments, as well as prepare you for your teaching assignment(s)].
NOTE: If the MAT & MsEd students are available & willing, we may plan to unofficially
“front-load” some of the “content” portion from the fall 2014 semester SEC 594D during several 4-8
hour days in the week right before the fall semester starts (&/or on several Saturdays at the beginning
of the semester). This would have you start the semester with “more pedagogical power” and allow us
to run shorter duration (2 versus 3 hour), “problem-solving” focused classes once the semester begins
and your teaching workload rapidly intensifies.
“Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the
teacher (p.10)… Good teachers… are able to weave a complex web of connections among themselves, their
subjects, and their students so that students can learn to weave a world for themselves (p.11).”
The Courage to Teach by Parker J. Palmer
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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PROFESSIONAL RESOURCES for SCIENCE TEACHERS (some are discipline-specific)
See also URLs & Annotated Bibliographies on CSMTE Website
American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy:
Project 2061. NY: Oxford University Press. [book, disk and free download of Benchmarks & more:
http://project2061.aaas.org/tools/index.html.]
American Assn. of Physics Teachers (publish The Physics Teacher): http://www.aapt.org/
American Chemical Society (publish the Journal of Chemical Education):
http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_EDUCATION&node_id=89
&use_sec=false&__uuid=ae5c5cc3-f80d-4d30-99d5-1ddc80852d00
American Federation of Teachers, American Educator (journal), Ask the Cognitive Scientist
(periodic feature) & occasional science/science education articles: http://www.aft.org/pubsreports/american_educator/subject.htm
American Psychological Association. APA Modules for Teachers (10 topics):
http://www.apa.org/education/k12/curricular-materials.aspx. Also APA site search for free download:
http://search.apa.org: (1997). Learner-Centered Psychological Principles: A Framework for School
Reform & Redesign. See also McCombs & Whisler.
Anderson, L.W. & Krathwohl, D.R. (eds.) (2001). A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Addison Wesley
Longman. Summary chart: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
Arbor Scientific’s Cool Stuff Newsletter: http://www.arborsci.com/cool/coolstuff-newsletters
Online demonstrations & labs (free).
Armstrong, T. (1994/2000). Multiple Intelligences in the Classroom. Alexandria, VA:
http://www.ascd.org.
Asimov, I. (1976). Isaac Asimov’s Biographical Encyclopedia of Science & Technology.
(1988). Isaac Asimov’s Book of Science and Nature Quotations. History Of Science/HOS resources.
Atkins, Peter. (2004). Galileo’s Finger: The Ten Great Ideas of Science. NY: Oxford University
Press. “Big Ideas” include: atoms, conservation of matter-energy, evolution, DNA/heredity,
entropy/thermodynamics, symmetry, wave-particle duality/quantum mechanics, expansion of the
universe, 4D spacetime curvature & string theory. See also: Wynn & Wiggins.
Atkins, Peter. (2003/2nd ed.). Atkins Molecules. Cambridge University Press. Discusses the
molecules responsible for the experiences of our everyday life in fabrics, drugs, plastics, explosives,
detergents, fragrances, tastes, and sex. STS/SW2C real-world relevant resource.
Barton, M.L. & Jordan, D.L. (2001). Teaching Reading in Science: A Supplement to Teaching
Reading in the Content Areas Teacher’s Manual. Aurora, CO: McRel.
Becker, B. 1993. 20 demonstrations guaranteed to knock your socks off! (chemistry book and
video). Batavia, IL: Flinn Scientific, Inc. See also Volume II.
Bilash, B. 1997. A demo a day for physical science. Batavia, IL: Flinn Scientific, Inc.
Bilash, B., G.R. Gross and J.K. Koob. 2006 (2nd ed.). A demo a day – A year of chemical
demonstrations. Batavia, IL: Flinn Scientific, Inc. See also Volume 2.
Bilash, Borislaw & Shields, Martin. (2001). A Demo a Day - A Year of Biological Demonstrations.
16 chapters, 200 demo, 318 spiral -bound pages. FB1551 from Flinn Scientific.
Blick on Flicks feature of NSTA Reports: http://www.nsta.org/blickonflicks (science in scifi films)
Bloom, B.S. (ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy
of Educational Objectives: Handbook I; Cognitive Domain. NY: David McKay Co. Inc. For related
web resources see: http://faculty.washington.edu/krumme/guides/bloom1.html and
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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http://www.qualityansweringservice.com/resources/answering-questions-using-blooms-taxonomylearning-domains.
Bransford, J.D., Brown, A.L. & Cocking, R.C. (eds.). (1999). How People Learn: V.1 Brain, Mind,
Experience & School & V.2 Bridging Research & Practice. National Academy Press:
http://www.nap.edu/catalog.php?record_id=9853. See also follow-up book: Donovan, M.S. &
Bransford, J.D. (eds). (2005). How Students Learn: Science in the Classroom. National Research
Council Committee on How People Learn: A Targeted Report for Teachers.
http://www.nap.edu/catalog/11102.html.
Brooks, J.G. & Brooks, M.G. (1993/1999). In Search of Understanding: The Case for
Constructivist Classrooms. ASCD. http://www.ascd.org.
BSCS. (1994). Developing Biological Literacy: A Guide to Developing Secondary and PostSecondary Biology Curricula. Dubuque, IA: Kendall/Hunt. http://www.bscs.org/.
Bybee, Rodger W. (ed.). (2002). Learning Science and the Science of Learning. Arlington, VA:
NSTA Press/Science Educators’ Essay Collection.
Bybee, R.W., Taylor, J.A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., &
Landes, N. (July 2006). BSCS 5E Instructional Model: Origins, Effectiveness and Applications.
Colorado Springs, CO: BSCS. http://www.bscs.org/library/BSCS_5E_Model_Full_Report2006.pdf.
Camp, C.W. & Clement, J.J. (1994). Preconceptions in Mechanics: Lessons Dealing with Students’
Conceptual Difficulties. Dubuque, IA: Kendall/Hunt.
Cangelosi, J. S. (2004/5th ed.). Classroom Management Strategies: Gaining & Maintaining
Students’ Cooperation. John Wiley & Sons.
Classics in the History of Psychology (full texts of 25 books & 200 articles):
http://psychclassics.yorku.ca/. See for example:
Maslow, Abraham H. (1943). A theory of human motivation. Psychological Review, 50, 370-396.
[The first published description of the "hierarchy of needs."]
Miller, George A. (1956). The magical number seven, plus or minus two: Some limits on our
capacity for processing information. Psychological Review, 63, 81-97. [A classic in memory research
and one of the earliest contributions to the "cognitive revolution."]
Stroop, J. Ridley. (1935). Studies of interference in serial verbal reactions. Journal of
Experimental Psychology, 18, 643-662. ["Gold standard" in studies of automatic cognitive processing.]
Cobb, C. & Fetterolf, M.L. (2005). The Joy of Chemistry: The Amazing Science of Familiar
Things. Prometheus Books. Includes hands-on demonstrations & experiments with household
chemicals, analogies & a host of real-world examples.
Cochran, K.F. (1997). Pedagogical Content Knowledge: Teacher’s integration of subject matter,
pedagogy, students, and learning environments. Brief. Research Matters to the Science Teacher.
No.9702. National Association in Research in Science Teaching.
http://www.narst.org/publications/research/pck.cfm
Comins, N. (2001). Heavenly Errors: Misconceptions about the Real Nature of the Universe. NY:
Columbia University Press. http://www.physics.umaine.edu/ncomins/
Common Core State Standards Initiative: http://www.corestandards.org/
Council of Chief State Schools Officers. http://www.ccsso.org. See: INTASC‘s Model Standards in
Science for Beginning Teacher Licensing and Development: A Resource for State Dialogue (2002)
http://programs.ccsso.org/projects/interstate_new_teacher_assessment_and_support_consortium/projec
ts/standards_development/#science. The “generic” Interstate New Teacher Assessment and Support
Consortium, INTASC Core Standards (for Beginning Teacher Licensing), can be downloaded at
http://www.wresa.org/Pbl/The%20INTASC%20Standards%20overheads.htm
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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Council of State Science Supervisors: Science and Safety Guides (free downloads):
http://www.csss-science.org/safety.shtml
Cromer, Alan. (1993). Uncommon Sense: The Heretical Nature Of Science. NY: Oxford
University Press. See also Wolbert.
Cuban, L. (2001). Oversold and Underused: Computers in the Classroom. Cambridge, MA:
Harvard University Press. View online: http://www.hup.harvard.edu/catalog/CUBOVE.html
Cunningham, James & Herr, Norman. (2002). Hands-On Chemistry Activities with Real-Life
Applications: Easy-to-Use Labs and Demonstrations for Grades 8-12. Jossey-Bass. See also
companion book: Hands-On Physics Activities With Real-Life Applications.
Cunningham, J. and N. Herr. 2002. Hands-on physics activities with real-life applications: Easy-touse labs and demonstrations for Grades 8-12. San Francisco: Jossey-Bass.
DeBoer, G. (1991). A History of Ideas in Science Education. Teachers College Press.
Derry, Gregory N. (1999). What Science Is and How It Works. Princeton Univ. Press.
Duit, Reinders. (Free download March 2009 update ~ 7000 entries). Bibliography "STCSE"
(Students' and Teachers' Conceptions & Science Education): misconceptions bibliography.
http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html
Ehrlich, Robert. (1990). Turning the World Inside Out & 174 Other Simple Physics
Demonstrations. (1997). Why Toast Lands Jelly-Side Down: Zen & the Art of Physics
Demonstrations. Princeton University Press.
Elkin, D. (1998). All Grown Up & No Place to Go: Teenagers in Crisis. Cambridge, MA: Perseus
Books.
Encyclopedia of Earth (http://www.eoearth.org ). Free, searchable collection of articles about the
Earth, its natural resources & their interaction with society.
Environmental Literacy Council Site map: http://www.enviroliteracy.org
Epstein, Lewis Carroll. (2000). Thinking Physics: Understandable Practical Reality. San
Francisco, CA: Insight Press. 1-page cartoon style multiple choice “thought” questions 
Exploratorium Teacher Institute. (1991). The Exploratorium Science Snackbook: Teacher Created
Versions of Exploratorium Exhibits. Online demonstrations: http://www.exploratorium.edu/snacks/
Flinn Scientific, Inc. Safety resources: http://www.flinnsci.com/Sections/Safety/safety.asp.
Freier, G.D and F.J. Anderson. 1981. (2nd ed.). A demonstration handbook for physics. College
Park, MD: American Association of Physics Teachers. http://www.aapt.org/publications/
Gabel, D.L. (ed.). (1994). (NSTA). Handbook of Research on Science Teaching & Learning. NY:
Macmillan.
Gardner, H. (1983). Frames of Mind: Theory of Multiple Intelligences. NY: Basic Books, See also:
The Mind’s New Science: A History of the Cognitive Revolution, Creating Minds, The Unschooled
Mind, and The Disciplined Mind.
Gilbert, S.W. & Ireton, S.W. (2003). Understanding Models in Earth and Space Science.
Arlington, VA: NSTA Press. [discusses use of models & analogies].
Gilovich, T. (1991). How We Know What Isn’t So: The Fallibility of Human Reason in Everyday
Life. NY: Free Press.
Glynn, S.M., Yeany, R.H., & Britton, B.K. (1991). The Psychology of Learning Science. Lawrence
Erlbaum Associates. [Constructivism & misconceptions research].
Goldsmith, Timothy H. (Chair). (1990). Fulfilling the Promise: Biology Education in the Nation’s
Schools. National Academy Press/National Research Council.
Goleman, Daniel. (1995). Emotional Intelligence. NY: Bantam Books.
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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Gregory, G.H. & Hammerman, E. 2008. Differentiated instructional strategies for science, Grades
K-8. Thousand Oaks, CA: Corwin Press.
Gross, G.R., M.A. Holzer, and E.A. Colangelo. 2001. A demo a day – A year of earth science
demonstrations. Batavia, IL: Flinn Scientific, Inc.
Gurian, M. & Henley, P. (2001). Boys and Girls Learn Differently: A Guide for Teachers and
Parents. San Francisco, CA: Jossey-Bass.
Hackney, M.W. & Wandersee, J.H. (2002). The Power of Analogy: Teaching Biology with
Relevant Classroom-Tested Activities. Reston, VA: National Association of Biology Teachers.
Harris Freedman, Robin Lee. (1999). Science and Writing Connections. White Plains, NY: Dale
Seymour Publications.
Harrison, A. G. & Coll, R.K. (eds.). (2008). Using Analogies in Middle and Secondary Science
Classrooms: The FAR Guide – An Interesting Way to Teach with Analogies. Thousand Oaks, CA:
Corwin Press.
Hazen, Robert M. & Trefil, James. (1990). Science Matters: Achieving Scientific Literacy. NY:
Doubleday. Also: The Sciences: An Integrated Approach. (2001): a college, non-majors, integrated
overview/course.
Herr, N. 2008. The sourcebook for teaching science, Grades 6-12: Strategies, activities, and
instructional resources. San Francisco, CA: Jossey-Bass.
Hellman, H. (1998). Great Feuds in Science: Ten of the Liveliest Disputes Ever. NY: John Wiley
& Co. See also: (2001). Great Feuds in Medicine. HOS resource.
Hellemans, A., & Bunch, B. (1988). The Timetables of Science: A Chronology of the Most
Important People and Events in the History of Science. NY: Simon & Schuster.
Hofstein, A. & Lunetta, V.N. (2004). The laboratory in science education: Foundations for the
twenty-first century. Science Education, 88, 28-54.
Insultingly Stupid Movie Physics: http://intuitor.com/moviephysics/ (bad science/misconceptions).
Ingram, M. 2003. (2nd ed). Bottle biology: Exploring the world through soda bottles & other
recyclable materials. Dubuque, IA: Kendall Hunt Pub Co.
James, William. (1899/1925). Talks to Teachers on Psychology; And to Students on Some of Life’s
Ideals. NY: Henry Holt & Co. http://www.gutenberg.org/etext/16287
Jensen, E. (1998). Teaching with the Brain in Mind. Alexandria, VA: ASCD.
Joyce, B. Weil, M., & Calhoun, E. & (2008). Models of Teaching. Allyn & Bacon.
Junk Science Home Page (pseudoscience in news): http://www.junkscience.com/
Kardos, T. 2003 (2nd ed.). Easy science demos & labs-Life science. Portland, ME: J. Weston Walch
Education. See also other titles in series: Chemistry, Earth Science and Physics.
Kind, V. (2004/2nd ed.). Beyond Appearance: Students’ Misconceptions about Basic Chemical
Ideas: http://assessment-ws.wikispaces.com/file/view/Beyond-appearances.pdf
Lemov, D. (2010). Teach Like a Champion: 49 Techniques that Put Students on the Path to
College. San Francisco: Jossey-Bass. (Author: Managing Director of Uncommon Schools).
http://uncommonschools.org.
Linn, M.C., Davis, E.A., & Bell, P. (eds.). (2004). Internet Environments for Science Education.
Mahwah, NJ: Lawrence Erlbaum Associates.
Louv, Richard (2008/updated ed.). Last Child in the Woods- Saving Our Children from Nature
Deficit Disorder. (http://richardlouv.com/) – catalyzed No Child Left Inside movement – see video
clips.
Macknik, S.L. & Martinez-Conde, S. (2010). Sleights of Mind: What the Neuroscience of Magic
Reveals about Our Everyday Deceptions. NY: Henry Holt & Co. http://www.sleightsofmind.com/
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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Matthews, M.R. (1994). Science Teaching: The Role of History and Philosophy of Science. NY:
Routledge.
McCombs, B.L. & Whisler, J.S. (1997). The Learner-Centered Classroom & School. San
Francisco: Jossey-Bass.
Meaningful Learning Research Group. Misconceptions Conference Proceedings:
http://www2.ucsc.edu/mlrg/mlrgarticles.html and http://www.mlrg.org
Michael, J.A. & Modell, H.I. (2003). Active Learning in Secondary and College Science
Classrooms: A Working Model for Helping the Learner to Learn. Mahwah, NY: Lawrence Erlbaum
Associates.
Michaels, S., Shouse, A.W., and Schweingruber, H.A. (2008). Ready, Set, Science! Putting
Research to Work in K-8 Science Classrooms. Board on Science Education, Center for Education,
Division of Behavioral and Social Science and Education. Washington, DC: The National Academies
Press. Read online: http://books.nap.edu/catalog.php?record_id=11882#toc
Mintzes, J.J., Wandersee, J.H., & Novak, J.D. (eds.). (1998). Teaching Science for Understanding:
A Human Constructivist View. NY: Academic Press.
Morholt, E. & Brandwein, P.F. (1986/3rd ed.) A Sourcebook for the Biological Sciences. Harcourt,
Brace & Jovanovich. [“classic” demonstrations & lab activities].
Morowitz, H.J. (2002). The Emergence of Everything: How the World Became Complex. NY:
Oxford University Press. Tour of the universe in 28 steps: (1) big bang  (22) hominids - toolmakers,
language - agriculture - technology & urbanizations - (27) philosophy - (28) spiritual.
MOSART: Misconceptions-Oriented Standards-based Assessment Resources for Teachers:
http://www.cfa.harvard.edu/smgphp/mosart (multiple-choice items & statistics).
National Association of Biology Teachers (publish the American Biology Teacher): www.nabt.org/
National Association for Research in Science Teaching: (30 NARST Research Matters essays):
http://www.narst.org/publications/research.cfm
National Assn of Geoscience Teachers (Journal of Geoscience Education): http://www.nagt.org
National Board of Professional Teaching Standards: http://www.nbpts.org.
National Center for Case Study Teaching in Science at the SUNY-Buffalo:
http://sciencecases.lib.buffalo.edu/cs/
National Earth Science Teachers Association (publish quarterly journal: The Earth Scientist):
http://www.nestanet.org
National Research Council. (July 2011). A Framework for K-12 Science Education: Practices,
Crosscutting Concepts and Core Ideas. This document provides the framework for the NGSS.
http://www7.nationalacademies.org/bose/Standards_Framework_homepage.html
Download free pdf: http://www.nap.edu/catalog.php?record_id=13165
Next Generation Science Standards (March 2013 release date): http://www.nextgenscience.org/
National Research Council. (2007). Taking Science to School: Learning and teaching Science in
Grades K-8. Committee on Science Learning, Kindergarten Through Eighth Grade. Richard Duschl,
Heidi A. Schweingruber, and Andrew W. Shouse, Editors. Board on Science Education, Center for
Education, Division of Behavioral and Social Science and Education. Washington, DC: The National
Academies Press. http://books.nap.edu/catalog.php?record_id=11625
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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National Research Council. (1996). National Science Education Standards. Washington, DC:
National Academy Press. http://www.nap.edu/catalog.php?record_id=4962. ~ AAAS Benchmarks &
NGSS.
National Science Digital Library: http://nsdl.org. [huge database of science CIA resources].
National Science Foundation: STEM database: http://www.nsf.gov/nsb/sei/edTool/edTool.html
National Science Teachers Association: downloadable Position Statements:
http://www.nsta.org/about/positions.aspx#list. Sample topics: teacher preparation, lab, assessment,
science teacher professionalism, NOS… standards & recommendations. See also Standards for
Science Teacher Preparation: http://www.nsta.org/preservice
North American Association for Environmental Association: Excellence in Environmental
Education Guidelines for Learning (Pre K-12; revised 2004): http://naaee.org.
Novak, J.D. & Gowin, D.B. (1984). Learning How to Learn. Cambridge University Press.
Otto, Shawn Lawrence. (2011). Fool Me Twice: Fighting the Assault on Science in America. NY:
Rodale Press.
Pausch, Randy. (2008). The Last Lecture. NY: Hyperion. (Author: Carnegie Mellon computer
science professor’s pre-death statement on life, love & learning). http://www.thelastlecture.com/
http://video.google.com/videoplay?docid=-5700431505846055184#.
PBS Teachers Resource Roundups: Developing Scientific Thinking (pdf download):
www.pbs.org/teachers/resourceroundups/
Perkins, D. (1992). Smart Schools: Better Thinking & Learning for Every Child. NY: Free Press.
Pizzo, Joe. (2002). Interactive Physics Demonstrations: A Collection of Deck the Halls Columns
and Other Articles Reprinted from the Physics Teacher 1972-2001. AAPT.
Plait, P. (2002). Bad Astronomy: Misconceptions and Misuses Revealed. NY: John Wiley.
http://www.badastronomy.com/index.html
Programme for International Student Assessment (PISA): Also see TIMSS below.
http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html
Project Look Sharp Media Literacy: See Media Literacy Handouts, Curriculum Kits and
Research and Assessment: http://www.ithaca.edu/looksharp/
Ratey, John .J., M.D. (2001). A User’s Guide to the Brain. NY: Pantheon Books.
REGENTS (NYSED) EXAMINATIONS & TEST PREPARATION:
Barrons Regents Review Online Service: http://www.barronsregents.com/.
EduSolution, NYS Regents Interactive Online Quizzes:
http://www.edusolution.com/edusolution2/regentsquiz/index.htm
NYSED Science Reference Tables & Past Science Exams : http://www.nysedregents.org/
NYS Regents Review 2.0 Live: streaming video archives & download past exams:
http://www.regentsreviewlive.net/
Rudel, David Isaac. (2010-2012). Science Myths Unmasked: Exposing misconceptions and
counterfeits forged by bad science books, Volume 1/Earth & Life Science, Volume 2/Physical Science
and Volume 3 (forthcoming)/Nature of Science. Gadflower Press.
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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Sagan, C. (1996). The Demon-Haunted World: Science as a Candle in the Darkness. NY:
Ballantine Books. Baloney Detection Kit: http://users.tpg.com.au/users/tps-seti/baloney.html and
http://skepticreport.com/sr/?p=152
Sarquis, M., Williams, J.P., & Sarquis, J.L. (1995). Teaching Chemistry with Toys: Activities for
Grades K-9. Terrific Science Press. NY: McGraw-Hill. Demonstrations.
Sarquis, M., L. Hogue, S. Hershberger, J. Sarquis and J. Williams. 2009/2010. Chemistry with
charisma: 24 Lessons that capture & keep attention in the classroom, Volume 1/II. Middletown, OH:
Terrific Science Press. Demonstrations
Science Cartoons/Comic Strips: (check for copyright and permission to use):
Bill Amend (Foxtrot; science geek son, Jason): http://www.foxtrot.com/
Mark Anderson: http://www.andertoons.com/cartoons/science/
Ashleigh Brilliant (Brilliant Thoughts, Pot-Shots & more): http://www.ashleighbrilliant.com/
Nick Downes: http://www.cartoonstock.com/portfolios/Nick_Downes.asp (see also books: Big
Science & Whatever Happened to Eureka?)
Benita Epstein: http://www.benitaepstein.com
CartoonStock/science: http://www.cartoonstock.com/directory/s/science.asp searchable database
Cartoonist Group: Science:
http://www.cartoonistgroup.com/bysubject/subjectcartoonists.php?sid=1020
John Chase: Chasetoons Science Humor: http://www.chasetoons.com/schum.html
Randy Glasbergen The Better Half (& more): http://www.glasbergen.com/
Sidney Harris at Science Cartoons Plus: http://www.sciencecartoonsplus.com/ (#books)
Nick D. Kim First Science: http://www.firstscience.com/site/cartoons.asp
http://www.nearing-zero.net/bunch_019.html
Gary Larson The Far Side: http://www.thefarside.com/
John McPherson Close to Home: Physics: http://www.physlink.com/Fun/McPherson.cfm
http://www.gocomics.com/closetohome/
Mark Parisi Off the Mark by: http://www.offthemark.com/science/science.htm
Tom Swanson: http://home.netcom.com/~swansont/index.html
Science Perspective Cartoons: Nearing Zero: http://www.lab-initio.com/science_perspective.html
Bob Thaves: Frank & Earnest: http://www.frankandernest.com/ searchable database
* Jokes and Science: http://www.juliantrubin.com/sciencejokes.html
MakeBeliefsComix! Make your own comic strip generator: http://www.makebeliefscomix.com/
Science Humor – It’s Alive (cartoons, video clips and more): http://www.sciencehumor.org/
Science Hobbyist: Amateur Science: Science Myths in K-6 Textbooks & Popular Culture:
http://www.amasci.com/miscon/miscon.html [science misconceptions spread via textbooks]
Science News on the Internet: compare/contrast to textbook science in terms of NOS aspects
BBC Science & Nature: http://www.bbc.co.uk/sn
CNN: http://www.cnn.com/TECH/science/archive/index.html
EurekAlert!: http://www.eurekalert.org (sponsored by AAAS)
National Public Radio: http://www.npr.org/sections/science
NY Times: http://www.nytimes.com/pages/science/index.html
Science Daily: http://www.sciencedaily.com (articles & videos)
SEC 593D Philosophical & Theoretical Foundations of Science Teaching /Dr. Tom O’Brien/Binghamton University/GSE
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Science Friday (host: Ira Flatow): http://www.sciencefriday.com
Silberman, M. 1996. Active learning: 101 Strategies to teach any subject. Boston: Allyn & Bacon.
See also follow-up book by same author/publisher: 2005. Teaching actively: Eight steps and 32
strategies to spark learning in any classroom.
Singer, S.R., Hilton, M.L. & Schweingruber, H.A. (2006). America’s Lab Report: Investigations in
High School Science. Washington, DC: National Academies Press. NRC report on the status of lab
learning in America. Executive summary on web at: http://www.nap.edu/catalog/11311.html.
STANYS: Science Teachers Association of New York State: http://www.stanys.org/
Stepans, J. 1994. Targeting students’ science misconceptions: Physical science activities using the
conceptual change model. Riverview, FL: Idea Factory.
Sternberg, R.T. (1996). Successful Intelligence: How Practical and Creative Intelligence
Determine Success in Life. NY: Simon & Schuster. Also, with Grigorenko, E. (2000). Teaching for
Successful Intelligence. Arlington Heights, IL: Skylight.
Stigler, J.W. & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World’s Teachers for
Improving Education in the Classroom. NY: Free Press/Simon & Schuster. See also: Stigler’s The
Learning Gap: Why Our Schools are Failing & What We Can Learn from Japanese & Chinese
Education. (books based on TIMSS research).
Summerlin, L. R. & Ealy, J. L. (1985). Chemical Demonstrations: A Sourcebook for Teachers, Vol.
I &II. American Chemical Society (ACS).
Sylwester, Robert. (1995). A Celebration of Neurons: An Educator’s Guide to the Human Brain.
Alexandria, VA: ASCD. Also: (2000). A Biological Brain in a Cultural Classroom. Thousand Oaks,
CA: Corwin.
Tauber, R. T. & Sargent Mester, C. (2007/2nd ed.), Acting Lessons for Teachers: Using
Performance Skills in the Classroom. Westport, CT: Praeger.
Taylor, B., Poth, J., & Portman, D. (1995). Teaching Physics with Toys: Activities for Grades K-9.
Terrific Science Press. NY: McGraw-Hill. Demonstrations.
Texley, J., Kwan, T. & Summers, J. (2004). Exploring Safely: A Guide for High School Teachers.
Arlington, VA: National Science Teachers Association (NSTA) Press.
Trends in International Mathematics and Science Study (TIMSS): http://nces.ed.gov/timss/
VanCleave, J. P. 1989, 1990 and 1991. (Science) for EveryKid: 101 Easy experiments that really
work (series): Titles include Chemistry, Biology, Earth science and Physics. Hoboken, NJ: John Wiley
& Sons. Demonstrations.
Walker, Jearl. (198x). The Flying Circus of Physics with Answers. John Wiley & Sons.
Wellington, J. & Osborne, J. (2001). Language & Literacy in Science Education. Philadelphia:
Open University Press.
Whitehead, AlfredNorth. (1929). The Aims of Education. http://www.ditext.com/whitehead/aims.html.
http://www.faculty.english.vt.edu/Collier/sciwrite/pdfs/whitehead_1916.pdf
Willingham, D.T. (2009). Why Don’t Students Like School? A Cognitive Scientist Answers
Questions about How the Mind Works and What It Means for the Classroom. San Francisco: JosseyBass. http://www.danielwillingham.com/
Wilson, Edward O. (1998). Consilience: The Unity of Knowledge. NY: Vintage Books.
Wolbert, Lewis. (1993). The Unnatural Nature Of Science. Cambridge, MA: Harvard University
Press. See also Cromer.
Wynn, C.M. & Wiggins, A.W. (with cartoons by Sidney Harris). (1997). The Five Biggest Ideas in
Science. NY: Barnes & Noble Books. [atom - periodic law - big bang - plate tectonics - evolution;
Also discusses the method of science, benefit/risk analysis & 40 ideas for discussion].
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