Texas A&M University
College of Education and Human Development
Department of Teaching, Learning and Culture
MEFB 470 Online Science Methods for the Transitional TEFB Student
Spring 2006
Instructor: Dr. Cathy Mariotti Ezrailson
Office: EDCT 411
Office Hours: By appointment
Office Phone: (979)458-1544
E-mail Address: cmariotti@tamu.edu
WebCT: http://elearning.tamu.edu/
This course examines theories and provides practice in teaching methods essential to
successful science learning; focuses on content and criteria central to teaching science
for understanding, skill development, and problem solving. Assignments include
readings, discussions, analyses, modeling and practicing science teaching and learning.
Course Goals
The course is designed to prepare the secondary science pre-service teacher to deliver
developmentally appropriate and content appropriate science instruction.
Course Objectives:
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Understanding the role of theories in teaching and learning science
Examining successful practices and methods for working with secondary
students
Studying and designing examples of exemplary lessons and units in science
Exploring and developing skills in the uses of technology for teaching secondary
science content
Developing skills in analyzing curriculum materials, instruction, and assessment
in science and the potential to address understanding of ideas and the nature of
science
Examining and developing an understanding of important content areas of
science as well as skill in teaching in the science content areas.
Objectives addressed in this course follow recommendations of the National Council of
Teachers of Science (NCTM). The Standards for school science describe an ambitious
and comprehensive set of goals for science instruction. Together, both the content and
process standards presented describe the understandings students should know and be
able to do. These concept areas and professional practices are corroborated with the
State Board of Educator Standards (SBEC) and the Texas Essential Knowledge and
Skills (TEKS).
During this course, you will:
•
become familiar with National and State standards including AAAS
Benchmarks, state and district objectives with emphasis on preparation of
curriculum for teaching science.
•
prepare to carry on inquiry-oriented activities by engaging in investigations
involving exploration and discovery while developing a deep understanding
of the nature of science and its relationship with your teaching of science
•
gain experience in preparing, teaching, and analytically reflecting on middle
and secondary school science lessons while working with students in local
schools, and
•
develop long-range teaching skills by preparing an in-depth science
curriculum project.
Requirements
This methods course is a three-hour credit course with two-hours of online assignments
in lieu of lecture per week. This course is part of a block of senior methods courses that
share the senior internship experience. Interns are in a field placement working with
students and a mentor teacher each week for 4 hours. It is important for the student to
communicate with the instructor and mentor teachers, answering emails and other
communications in a timely manner.
Course Reading Material:
1. Text: Methods for Teaching Science as Inquiry (8th Edition) - Arthur A.
Carin
On-line resources we'll use extensively:
2. Foundations, A monograph for professionals in science, mathematics,
and technology education found at:
http://www.nsf.gov/pubs/2000/nsf99148/htmstart.htm
3. NRC. (1996). National science education standards. Washington, DC:
National Research Council, available on-line at
http://books.nap.edu/html/nses/html/index.html
4. Texas Science TAKS information for Science Exit Test available online at:
http://www.tea.state.tx.us/student.assessment/taks/booklets/science/g11e.
pdf
5. American Association for the Advancement of Science. (1993).
Benchmarks for Science Literacy. New York: Oxford University Press.
http://www.project2061.org/publications/bsl/online/bolintro.htm?jsRedirect&
txtRef
6. American Association for the Advancement of Science. (1990).Science for all
Americans. New York: Oxford University Press.
http://www.project2061.org/tools/sfaaol/sfaatoc.htm
7. NSTA’s The Science Teacher, Magazine
Online Course Policies: Read “Tips for Taking Online Courses” on WebCT
1. You are expected to fulfill the requirements delineated below for successful
completion of this course.
2. Written assignments should be turned in to Dr. Ezrailson (or uploaded to
WebCT, if indicated) on the indicated date/time for which they are assigned.
Late assignments will have 10% of their total value deducted for each
day(s) late.
3. Plagiarism will result in an F for the assignment. Plagiarism is defined as “the
practice of copying from a book or other publication and not properly
acknowledging that the words used are someone else’s.”
Course Assignments and Due Dates
Assignment Description
Purchase Text: Methods for Teaching Science as Inquiry (8th Edition)
- Arthur A. Carin /Name Tag
PPT Presentation #1 Teaching Nature of Science and Learning
Science in the High School Classroom
 Biographical Letter to principal
 Semester (Weekly ) Schedule
 Campus Info Form
Learning/Lesson Plan #1 Nature of Science and Learning Science
Required Learning/Lesson Plan Format here:
http://www.coe.tamu.edu/~cezrailson/Ezrailson_files/LessonPlanFor
mat.doc
Date Due
1/30
2/1
2/8
Article Critique #1 Revising Instruction to Teach Nature of Science
(The Science Teacher, Nov2004, Vol. 71 Issue 9, p36-3)
1/25
PPT Presentation #2 Using Inquiry and Cooperative Groups/Making
Science Thinking Visible
3/1
Learning/Lesson Plan #2 Using Inquiry and Cooperative
Groups/Making Science Thinking Visible
3/8
Article Critique #2 Lessons Learned: Addressing Common
Misconceptions About Inquiry by Lynn Rankin in Foundations
2/15
http://www.nsf.gov/pubs/2000/nsf99148/htmstart.htm
PPT presentation #3 Teaching Science Content in the Laboratory
3/29
Learning/Lesson Plan #3 Teaching Science Content in the Laboratory
4/5
Article Critique #3 The Role of the Laboratory in Science Teaching
http://www.educ.sfu.ca/narstsite/publications/research/labs.htm
3/22
PPT Presentation #4 Measuring Conceptual Change/Assessment
4/19
Learning/Lesson Plan #4 Measuring Conceptual Change/Assessment
4/12
Article Critique #4 High School Science Assessment
http://cse.edc.org/products/assessment/highschool/default.asp
4/19
I-folio presentation – All requirements uploaded and presented
Field Based Service Project - Agreement between student/public school
and university instructor
Week of
4/26
TBA
Course Requirements and Grading
This course is intended to help you become the best teacher you can be, it will be
graded with a mastery perspective. Expectations for these assignments are described on
following pages.
20%
4 Powerpoint Presentations (5 pts each)
 Each of the four projects involves reading about the topics and preparing
5-8 Power point slides that illustrate how you would incorporate these
skills to teach your students.
20%
4 Learning/Lesson plans (5 pts each) Write lesson plans incorporating
the following strategies/topics
o Nature of Science and Learning Science (Standards)
o Using Inquiry and Cooperative Groups/Making Science Thinking
Visible (Methods)
o Teaching Science Content in the Laboratory Module -- include
Safety and equipment needs. (Field Applications)
o Measuring Conceptual Change/Assessment (Assessment)
(See handbook for required format).
4 Article Critiques (10 pts each)
 This series of assignments is another iterative strategy to allow you to
apply the big ideas of the course, specifically to the continued
refinement of your curriculum project. Each student will choose 2 of the
4 to complete.
20%
15%
5%
2 Field Observations
Service Project (5 pts each)
University Instructor
10%
10%
Mentor Teacher
I-Folio of all of the above plus presentation of I-folio to instructor by
arrangement Week of April 26th.
Readings
Topic #1 Nature of Science
 Nature of Science
o Read Revising Instruction to Teach Nature of Science (The Science
Teacher, Nov 2004, Vol. 71 Issue 9, p36-39))
o Read Science for All Americans (SFAA) CH. #1 Nature of Science
and CH. #3 Nature of Technology.
Topic #2 Connecting with Science- What the Standards Say
 Read Chapter 1 - 3 Text
 Review NSES CH. 6 (Focus on Science and Technology)
 Review Texas Science TAKS information at:
http://www.tea.state.tx.us/student.assessment/taks/booklets/science/g11e.pdf
Topic #3 Using Inquiry and Cooperative Groups/Making Science Thinking
Visible
 Read Ch 4 - 6, Text: Comparing Three Hands-on Teaching Techniques,
Foundations, http://www.nsf.gov/pubs/2000/nsf99148/ch_6.htm
Topic #4 Teaching Science Content in the Laboratory
 Read Ch 8, 9 Text
 Safety: Steps You Can Take to Prove You're a "Responsible" Science
Teacher From Flinn Scientific Inc.
http://www.flinnsci.com/Sections/Safety/generalSafety/stepsProve.asp
Topic #5 Measuring Conceptual Change/Assessment
 Read Ch 7, 10, Text
 Assessment Method and Standards
http://www.nap.edu/readingroom/books/nses/html/5.html
I agree to the terms and conditions outlined in this course syllabus and outline.
Student ______________________________________ Date______________