Syllabus EDSC 8600 Science in the School Curriculum Fall Semester, 2001 Agenda

Dr. Nydia Cookie Hanna
Georgia State University
Atlanta, GA 30303
Room 604, CoE Building
Phone: 404/651-0172
E-mail: nhanna@gsu.edu

Meeting Room: Kell Hall 296
Time: Thursday 4:30

Unit Theme: Creating Effective Contexts for Learning

Catalog Description:

Acquaints the teacher with the bases of curriculum decisions, the purpose and nature of science curricula in the schools historically, current innovations and future directions, and the process of developing curricula. Emphasis will be placed on developing necessary knowledge, skills, attitudes, and self-confidence to contribute to revitalization of science curricula.

Program Theme:

The objectives, content, and organization of this course are intended to support the College of Education Master's Degree program theme: Teacher as reflective professional.

Course Objectives

By taking this course you should be able to:

Learning outcomes	PEF Framework
Identify opportunities to incorporate diversity/societal issues/applications into science curriculum. Discuss new curricular trends (technology, STS, etc.) and assert how they may be used in the contemporary science classroom.	Knowledge about teaching will grow and evolve with changing contexts and with improved inquiry about effective learning and teaching
Conduct an action research project on the influences of consumerism and the popular media on the science concepts and attitudes of middle and high school students.	In teacher education programs, the learning process should be an active process.
Discuss the role and importance of assessment in the science curriculum, focusing on the application on nontraditional assessments in the technological arena.	A teacher education program should utilize a variety of teaching strategies to meet the needs of the learner.
Become aware of the power of computer technologies in the classroom and the skills necessary to navigate the NET to assimilate, review, and conceptualize information. Use the internet to locate and utilize resources for enhancement of science classroom curriculum and strategies.	A teacher education program's knowledge base should integrate knowledge, skills, attitudes and technologies, and it should be grounded in theory and documented within current pedagogical and content literature.
Gain perspectives on the historical, societal, multicultural, and political influences on the science curriculum.	Demonstrates mastery of and continually pursues knowledge in the content area of the field for which he or she is prepared.
Develop middle and secondary school teaching materials (student projects) based on cooperative learning, active learning, and WEB technology that meet current county standards and QCC.	Demonstrates the ability to integrate assessment, planning, instruction/intervention, and evaluation strategies.
Critically evaluate curriculum projects introduced into science education based on the existence of problem solving criteria, inquiry skills, and conceptual understanding and by reading relevant professional journals.	Is a critical and independent thinker.

Course Requirements

There are several aspects of the course which will be required. These are as follows:

1. The first requirement is that you make a list of the goals that you will work on during the semester. E-mail the list of goals by August 31st.

2. The second requirement is that you participate in a number of Online Projects, which are outlined here and detailed on the EDSC 8600 web page located at http://www.gsu.edu/~mstnrhx/foyerc.htm

Each project has a specific criterion for accomplishment and assigned articles to read as explained on the assignment webpage for each online project.

Project #1- Internet Scavenger Hunt/Lesson Plan- science curriculum resources.

Project #2- Science Curriculum Projects- Historical evaluation

Project #3- Curriculum Subject-Integration of instructional strategies and current national, state and county standards.

Project #4- Curriculum and Society- select a Science in the Media topic and design an action research project on students' concepts.

Project #5- Curriculum Directions-Design web pages for students to understand your Science and the Media topic.

3. The third requirement is that you participate in the class online bulletin board and chat rooms. These online experiences will occur throughout the semester, and specifically on the nights that are specified as online classrooms.

Attendance Policy:

Please refer to the University's statement on attendance. Because much learning in the field of education is experiential, good attendance is critical to understanding concepts presented in class. All proposed absences must be communicated to the instructor. The instructor reserves the right to deduct 5 points from the final grade for each class absence.

Textbooks

Required

DeBoer, George E., (1991). A History of Ideas in Science Education: Implications for Practice. Teachers College Press, Columbia University: New York.

Suggested

National Science Education Standards, National Research Council, National Academy Press, 1996. also online

Benchmarks for Science Literacy, AAAS, 1996.also online

Rutherford, F.J., Ahlgren, A. Science for All Americans. Oxford University Press, 1990. also online

Other References

Students will access the World Wide Web for other data and resources needed in this course. In addition, references will be provided throughout the semester.

Grading and Assessment:

Assessment of your performance in this course will be determined by a combination of methods. Your participation and products from the online projects will be evaluated concurrently by the instructor. The instructor will utilize an assessment rubric to assign a grade to the Online Projects. (see appendices)

Assessment of your progress will include a holistic evaluation of your Online Projects, and an evaluation by your instructor on class participation and attendance.

Your grade for this course will be determined as follows:

Name _______________________________ Date _____________

Online Projects (75)

Project #1 Scavenger Hunt/Internet Lesson Plan (15) ______

Project #2 Historical Curriculum (15) ______

Project #3 Curriculum Subject (15) ______

Project #4 Curriculum and Society (15) ______

Project #5 Curriculum Directions (15) ______

Chat Rooms/Bulletin Boards (10) ______

Final Think Piece (5) ______

Class Participation/Attendance (10) ______

*******************************

Total Points (100) ______

Comments:

90-100=A, 80-89=B, 70-79=C

Project #1

Internet Scavenger Hunt - 15 points

answered all questions on scavenger hunt	1 2 3
lesson plan incorporates 1-3 websites	1 2 3
lesson plan is focued	1 2 3
Lesson plan relates to current school topic	1 2 3
Lesson plan has assessment	1 2
handed in on time	1 point

Project #2

History of Science Education- 15 points

answered all questions	1 2 3
related historical to present day	1 2 3
info on historical era is accurate	1 2 3
info on science education era is accurate	1 2 3
science literacy statement supports S,S,K	1 2
handed in on time	1 point

Project #3

Curriculum Subject- 15 points

Completed all components of the unit	1 2 3
Identified current curriculum standards	1 2
Incorporated new instructional strategies	1 2 3
Met the criteria for an STS Unit	1 2 3
Developed appropriate Science Process Skills	1 2 3
handed in on time	1 point

Project #4

STS Curriculum- 15 points

answered all questions completely	1 2 3
met the criteria for assignment	1 2 3
identified viable resources and activities	1 2 3
evaluated the research, stated implications	1 2 3
Journaled	1 2
handed in on time	1 point

Project #5

Curriculum Directions- 15 points

designed "student friendly" web page on Science and Media topic	2 4 6
internet links for Science and the Media topic were relevant	1 2 3
incorporated a way for students to examine their own thinking	1 2 3
answered all questions	1 2
handed in on time	1 point

1= marginally, 2= adequately, 3= completely

"This course syllabus provides a general plan for the course; deviations may be necessary"

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