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Dr. Nydia Hanna

Agenda

Course Focus:

This course provides students with a genuine or authentic learning experience in science in order to examine theories, models and strategies of science learning and teaching. The course focuses on placing the student in the role of learning new science content, such as Antarctica: Global Climate Change and Dye Chemistry, while understanding the overall strategies of instruction, the rationale for their use, and the learning theories supporting them. Technology in the science classroom is highlighted by a project on the use of online tools for the teacher.

Course Web Address: http://www.gsu.edu/~mstnrhx/edsc84/

Course Description:

EDSC 8440

In-depth exploration of science concepts and issues and the application of this inquiry to teaching and learning settings.

Unit Theme: Creating Effective Contexts for Learning  

Course Goals:

1. To provide you with an experience from the perspective of the learner.To reflect on your own learning of science content so that you may gain insight into student learning of science content.

2. To learn about your own learning and the learning of others and make generalizations and comparisons of theories about learning and teaching.

3. To increase your own scientific content knowledge, as well as be able to assist students in developing meaningful scientific concepts.

4.To recognize the importance of making science real and applicable to students' everyday lives

5.To think about teaching as facilitation of learning, while reflecting on your experiences as a learner in this course.

6.To understand that teaching and learning are reciprocal activities between teachers and students.

7.To apply your teaching and learning conceptual framework to design effective instruction in science education.

Course Requirements:

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

• The first requirement is that you make a list of goals that you will work on during the course. Please email them before the second class.
• The second is that you participate in a number of Advanced Learning Projects during class and assigned for after class.
• The third requirement is Class participation and Attendance.
• The fourth requirement is that you participate in class discussions on the Online Bulletin Board and Chat.

Textbook:

none

Grading and Assessment:

Assessment of your performance in this course will be determined by a combination of methods. Your participation and products from assignments will be evaluated by the instructors. You will be allowed one free absence. After that, the instructor reserves the right to deduct 2 points from your total grade (100) for each absence.

Grades will be assigned according to a grading rubric.

Product	Poor one done poorly	Fair two missing-one done well	Good one missing-other 2 done well	Excellent all 3 components done well
Technology in the Science Classroom post online or print out	5	10	15	20
Antarctica Concept Map turn in completed map	0	2	4	5
Antarctica Guided Reading turn in 3 column notes	0	2	4	5
Antarctica Group Presentation graded by class rubric	1	7	12	15
Antarctica Icy Situation posted on Bulletin Board	2	6	8	10
Dye Chemistry Quiz	0	2	4	5
Dye Chemistry Portfolio Content Portfolio five elements	0	15	25	30
Class Participation	4	6	8	10

This syllabus provides a general plan for the course. Deviations may be necessary.

Technology in the Science Classroom

This introductory online experience will involve the student in projects that will develop computer skills and demonstrate the use of technology in the science classroom.

Antarctica

There are four learning projects within our unit on Antarctica. We will explore how and why Antarctica and its ice is a predictor of Global Climate change. In two content lectures and various classroom activities, students will learn the terminology of glaciers, iceberg and polar ice cap science, as well as understand the math and science underlying water density. They will prepare a group presentation on an Antarctic topic formated for classroom application. And they will respond to an ethical issue in Global Climate Change by chating with an Antarctic scientist, and predicting future global outcomes. The projects are as follows:

1. Antarctica Concept Map- students will develop their own concept map based on their prior knowledge of Antarctica, and then revise and expand their concept map during the Antarctica Unit.
2. Antarctica Guided Reading-students will read articles on Antarctica for comprehension and analysis.They will compile the information obtained from guided reading into 3 column notes.
3. Antarctica Classroom Application Project- student groups will select a topic about Antarctica and design a group presentation on the lessons and strategies for teaching this topic in the classroom. An important part of this project is an understanding of why we use certain strategies of instruction, and how we enable our students to construct knowledge. Presentations on February 25th
4. Antarctica Icy Situation Assessment- students will answer a fuzzy situation about Antarctica and things they have learned in the unit. The fuzzy situation will require the students to compile and conceptualize the information obtained during the unit in order to predict and discuss a possible solution to the situation.The situation will be posted on the bulletin board.

Dye Chemistry

The unit on Dye Chemistry will introduce students to the areas of natural, food and vat dyes. The unit will be approached from the perspective of our everyday exposure to these dyes. Students will engage in laboratory experiences as well as two content lectures assisted by computer modeling of the dye chemicals. Assessment of student's knowledge of dye chemistry will be accomplished by both a traditional quiz (April 1) and a Content Portfolio (due April 29).

The Content Portfolio will consist of 4 elements. One element is required, one element must be from Choice A-E, the other 2 elements are your choice.

Click here for additional ideas for your Dye Portfolio