About this Course
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EDSC 9870 Doctoral Seminar in Science Education Summer 2002 T-Th 12:00-3:00 Kell 296 Dr. Nydia R. Hanna College of Education-MSIT Room 604 404-651-0172 nhanna@gsu.edu
Unit Theme: Creating contexts for learning. Program Theme: Educator as Researcher Catalog Course Description: Seminar for advanced doctoral students in science education. Course explores research methodology, research findings and design of experiments in science education. Purpose of the Course EDSC 9870 (Hanna) is devoted to study of the interplay of science, technology, and society, primarily in the contemporary U.S. Its overarching purpose is to enhance understanding of the natures, social relations, and cultural significance of science and technology as addressed in the National Science Education Standards. To this end, the course explores key historical, ethical, cultural, political and public issues associated with the development of these potent forces in contemporary society. The major objective is to compare the nature of science and technology in our culture to the role of science education in our schools. Course Website: http://www.gsu.edu/~mstnrhx/9870/ Objectives: To examine different paradigms of the nature of science and technology: the historical view the personal view the public view the research view the educators view To examine the research in these fields and how they impact our view of science, and our student's view of science. To examine public understandings of science and how they differ or relate to the educational and historical knowledge of established science. To appreciate the history of science and technology and explore how society shapes them, and alternately how science and technology shape society. To participate in scholarly discussions about the nature of science and technology, its causes, effects, influences, impacts, constraints and extensions. To obtain an understanding of the current standards and benchmarks for the nature and history of science and technology and how they may be introduced and explored in our classrooms. The National Science Education Standards are listed on the Standards page. Requirements: This course consists of readings, think pieces, and projects about the history and nature of science and technology and the role of education. Readings: There are 2 textbooks that are required: Wynn and Wiggins, The Five Biggest Ideas in Science, John Wiley and Sons, 1997. Hellman, Great Feuds in Science : Ten of the Liveliest Disputes Ever, John Wiley & Sons,1998. and 3 that are recommended: Kuhn, The Structure of Scientific Revolutions, Univ. of Chicago Press, 1996. Boorstin, The Discoverers, Vintage Press, 1985. Bronowski, Science and Human Values, Harper and Row, 1993. Think Pieces: As an adjunct to the course, I have prepared a CDROM with selected readings and multimedia clips about science and technology in our culture. There is a set of readings and clips for each of the seven weeks. You will be asked to comment and reflect on these items in the form of a think piece or journal entry for each week. Your think pieces can be submitted electronically within the course on the bulletin board. In-class discussions on the think pieces will enhance our understandings of the nature of science and technology. Each think piece will be due before class on Thursdays.   Projects: The six projects in this course are aligned with the different paradigms of the nature of science and technology The historical view of science- The Big 5 This team presentation will elaborate on the Five Biggest Ideas in science from the required book for the course. The ideas are: Physics-Model of the Atom, Chemistry-Periodic Table, Astronomy- Big Bang Theory, Geology- Plate Tectonics Model and Biology- Theory of Evolution. Each team will select one of the 5 ideas and prepare a visual and written summary for the class. See Science page for details.   The historical view of technology-Excellence in Technological Design After appropriate background reading, "field work," and discussion (e.g., with friends, classmates, or the instructor), you will select from everyday life an item of technology that you regard as a compelling example of excellent technological design. The object chosen should be such that it can be displayed in class on the day of the presentation. You will make a carefully prepared 10-minute presentation on your chosen item. See Technology page for details.   The personal view- Think Pieces This is your CDROM reflections and journal. An effort should be made to tie in class activities, discussions and outside readings to your think piece reactions to the assigned articles and multimedia clips. Include also how your thinking about these issues has changed over the years, or over the time in this course. What do you think your students think about these issues? How can you bring some of this knowledge and insight into the classroom?   The public view- Database STS This project includes the introduction of STS databases and the use of Palm database software for research analysis. The public understanding of a scientific or technological issue of your choice will be assessed by a survey and the results analyzed by the use of the database and associated graphing capabilities. Examining how the public views a scientific or technological issue may inform us as teachers and help us understand what our students are hearing and listening to outside our classrooms. See the Education page for details.   The educator's view- Using Popular STS Books for Educational Enhancement Many books on the market today examine and explore issues in science, technology and society. These books may range from topics such as historical/scientific accounts of inventions and discoveries, to the political issues in science and technology and to ethical issues in science and technology. You will select one book from the in-class library and comment on the bulletin board on specific points of the book, the contribution the book may have in education and your impressions of your own educational enhancement. See the Education page for details and the Books and Journals page for book listings.   The researcher's view- Critical Commentary of Journal Article(s) A Critical Commentary concerns itself with identifying recurrent themes or concerns that are identified in the STS book you choose, making illuminating contrasts between opposing ideas, highlighting interesting connections with course materials, uncovering problematic assumptions or arguments, and indicating what the article states about contemporary society and science and the education of science. The key to doing a good job on this assignment is composing NOT A MERE SUMMARY, BUT A CREATIVE, PROBING, ILLUMINATING, SYNTHETIC CRITICAL ANALYSIS of the article or group of articles you elect to study. Your analysis should be the product of a serious, critical confrontation between your intellect, assumptions, and experience (including the experience of the course)and the content of the articles. The topic for the research articles will be supplied with the specific STS book. The article(s) may be selected from online journals or journals in the library. A list of possible journal articles and online journals is available on the Books and Journals page in this website as well as a link to ERIC. Please omit popular magazines such as Discover and Omni, as these are not research journals. This paper constitutes the final for this course. Agenda: June 18 Pondering the Nature of Science Linking Science and everyday life Chronology and Connections About this Course CDROM June 20 Pondering the Nature of Science What is Science vs. Scientific thought? The Nature of Science Assign Big 5 Presentations Think Piece 1 due June 25 Pondering the Nature of Science Scientific Revolutions and disputes Kuhn's View Socio-historical views of Science Big 5 workshop June 27 Pondering the Nature of Science Five Biggest Ideas in Science- presentations Think Piece 2 due July 2 Pondering the Nature of Technology Technology grab bag Technology systems and processes The Nature of Technology July 4- no class No class- Holiday Think Piece 3 due July 9 Pondering the Nature of Technology How to Palm Ergonomics The Purpose of Technology "The Whale and the Reactor" STS Database Introduction July 11 Pondering the Nature of Technology Detection of Chemical Weapons Science, Technology and Society Research Invention Presentations Excellence in Technological Design Due Think Piece 4 due July 16 Pondering the Nature of STS and research The Interplay of Science and Technology STS Database workshop Hold 100 Nails One Minute Readings STS Literature for the science classroom Explaining Technology July 18 Pondering the Nature of STS and research Work on STS Database projects The Yellow Light Problem The Technology Standards Future's Wheel STS and Yager Think Piece 5 due July 23-online No class at GSU-online chat Online Chat- time to be announced Discussion of STS Databases and results online July 25-online No class at GSU-online chat Pondering The Role of Education Discussion of STS Databases and results online Think Piece 6 due July 30 Pondering The Role of Education STS -Public Understanding of Science presentations STS Database due Think Piece 7 due August 1- last class Pondering The Role of Education Surveying your ideas Last class and evaluation STS Book Discussions Critical Commetary due in Folder     Grading and Assessment: Doctoral Seminars are most successful when all students engage and participate in discussions, reflections and musings about the topic at hand. In so keeping, a large part of your grade will come from your participation in class. The balance of the grade will be divided among the six projects. Class attendance is required in this short course, with the exception of one absence for personal reasons.
Class Participation and Attendance: The Big 5- team presentation Excellence in Technological Design Think Pieces Database STS Popular STS Books Critical Commentary- Final	10 points 15 points 11 points 14 points (2 points each week) 20 points 10 points 20 points Total 100 points
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