Realizing the Democratic Ideal:

Teacher Education at Illinois State University

PHYSICS 411 -- TEACHING SECONDARY SCIENCE

DEPARTMENT OF PHYSICS

Summer Semester 2006

Drop Down to Course Outline

(Updated draft syllabus; last updated 6/14/2006; subject to further revision)

Catalog Description:

Adm to Alt. Cert. program req.
Intensive study of findings from key areas of science education research with applications to the teaching of biology, chemistry, and physics.

Instructor:

Name: Carl J. Wenning, Coordinator
Physics Teacher Education Program
Office Location: Moulton Hall, Room 322
Office Hours: drop in or by appointment
Telephones: (309) 438-2957 (office); 454-4164 (home); 830-4085 (cell)
e-mail address: wenning@phy.ilstu.edu

Meeting Days/Times/Location:

The course will consist mostly of independent study punctuated by four 3-hour Saturday class meetings and weekly on-line discussions. The Saturday classes will be held according to the following schedule: May 13, June 3, July 8, and August 5.All classes will run from 9:00 a.m. to 12:00 p.m. in Moulton Hall, room 307-B. On-line discussions will be held at a mutually-agreeable time.

Methodology:

This course will consist of in-class and on-line elements. Students will gather approximately once per month for four 3-hour classes, and then complete independent projects during the interim. Students will "meet" as a group on-line periodically using free conferencing over the Internet (see http://www.skype.com/).

To the extent possible, this course will have a learning environment that is student centered, knowledge centered, assessment centered, and community centered. This course will be student centered to the extent that the teacher builds on knowledge students bring to the learning situations. This course will be knowledge centered to the extent that the teacher helps students develop an organized understanding of important concepts in the physics teaching discipline. This course will be assessment centered to the extent that the teacher makes students' thinking visible so that ideas can be presented and verified. This course will be community centered to the extent that the teacher establishes classroom norms that learning with understanding is valued and students feel free to explore what they do not understand.

In this course emphasis will be placed on an Assessment-as-Learning policy where reasonably possible. That is, assessments of student performance will be used not only to assign grades, but also to improve student performance. Unsatisfactory written work will be returned to the student for improvement. A student's grade can be improved by appropriate revision and resubmission of "unsatisfactory" course projects, so long as all deadlines are met. This policy does not apply to tests. See the course outline for the exact schedule of assignment due dates.

Course Goals:

• Provide Alt. Cert. teacher candidates with a rudimentary knowledge and understanding of the key findings of science education research.
• Provide Alt. Cert. teacher candidates with an understanding of inquiry-oriented pedagogies that take advantage of science education research findings.
• Provide Alt. Cert. teacher candidates with an opportunity to hone practical teaching skills with the assistance of peer review and self assessment.
• Provide Alt. Cert. teacher candidates with the experience of creating a detailed inquiry lesson that they will actually teach.
• Provide Alt. Cert. teacher candidates with the experience of creating a detailed unit plan that they will actually teach during their student teaching practicum.
• Provide Alt. Cert. teacher candidates with a better knowledge of teaching resources including traditional demonstration and laboratory resources, and activities such as calculator-based lab (CBL) procedures, and microcomputer-based lab (MBL) procedures.

Performance Objectives for all Alternative Certification Teacher Candidates:

The objectives, course content, and assessments in the course are based on national, state, and intuitional teaching standards, on best practices identified by teaching research, on assessments of inservice science teacher needs, and on the experience of the Physics Teacher Education coordinator.

Objectives -- This course will help alternative certification science teacher candidates to:	Correlated Assessments
1. understand how individuals grow, develop, and learn and provide learning opportunities that support the intellectual, social, and personal development of all students.	411A(2)
2. understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.	411B, C
3. understand instructional planning and designing instruction based on knowledge of the discipline, students, the community, and curriculum goals.	411B, C
4. apply an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.	411C
5. understand and use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.	411C
6. use knowledge of effective written, verbal, nonverbal and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.	411C
7. understand various formal and informal assessment strategies and use them to support the continuous development of all students.	411D
8. understand the role of the community in education and develop and maintain collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being.	411B
9. be a more reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seek opportunities to grow professionally.	411C
10. use appropriate instruments, electronic equipment, computers, and networks to access information, process ideas, and communicate results.	411C
11. demonstrate a teaching philosophy that is consistent the the teacher education unit's conceptual framework Realizing the Democratic Ideal.	411A(1)

Objective Alignment with Teacher Education Unit's Conceptual Framework:

Course Outline:

Please note that some exercises hyperlinked through the following course outline refer to completing tasks in relation to "physics" only; this is due to the fact that many hyperlinks come directly from other physics teaching methods courses. Please, for the purpose of this course, substitute "biology" or "chemistry" or "earth & space science" or "environmental science" to be consistent with the discipline that you will be teaching.

Date Time	Topics and Other Activities	Homework Assignments
Saturday May 13 9am-12pm Class	Introduction to PHY 411 - Teaching Secondary Science Distribution of loaner books Teaching Science in Large Inner-City High Schools Modeling Inquiry Practice: Pinhole Projection Definitions of Teaching and Learning Good and Best Practices of Science Teaching Active Learning Strategies Find mutually agreeable time for conferencing on SKYPE.	BY MAY 13: Read Science for All Americans: Introduction, pages xiii-xxiii; The Nature of Science, pages 1-12. Read and reflect on Writing, Study, and Time Management Skills Read and reflect on Teacher as Midwife Read hyperlinks for next period (See Topics and Other Activities column for May 20). Set up teleconferencing using SKYPE.COM Conferencing over SKYPE as necessary.
Saturday May 20 Deadline	Teaching Philosophies Epistemology: Knowledge vs. Faith Promoting Inquiry through Effective Questioning Discussion as a Pedagogical Technique Discussion Scoring Rubric How NOT to Lead a Discussion	BY MAY 20: Begin working on a personal teaching philosophy by putting together belief statements. Read Executive Summary of A Splintered Vision Read Science for All Americans: The Nature of Technology, pages 25-38 OR The Physical Setting, pages 39-58, OR The Living Environment, pages 59-70. Read Science for All Americans: Common Themes, pages 165-182; Habits of Mind, pages 183-196. Begin work on Scientific Epistemology essay including Science Terms and Student Performance Objectives Read hyperlinks for next period (See Topics and Other Activities column for May 27). Conferencing over SKYPE as necessary.
Saturday  May 27 Deadline	Scientific Literacy Inquiry Teaching Student Performance Objectives	BY JUNE 3 CLASS: Read Science for All Americans: Effective Learning and Teaching, pages 197-208; Reforming Education, pages 209-218. Read Stages of Inquiry Prepare for discussion of Science Terms Read hyperlinks for next period (See Topics and Other Activities column for June 3). Conferencing over SKYPE as necessary.
Saturday June 3 9am-12pm Class	Summary and Q&A in relation to prior assigned readings Discussion of Levels of Inquiry Discussion of Science Terms Modeling Inquiry Inquiry Labs Inquiry v. Cookbook Labs Instructional Modeling (Buoyancy, Parts I & II) Introduction to PASCO computer-based lab activities (Boyle's Law, Charles' Law, Guy-Lussac Law, Ideal Gas Law)	BY JUNE 10: Begin work on Scientific Literacy Essay Begin work on student performance objectives (part of Assessment Project) Begin writing Inquiry-Oriented Lesson or Lab Read hyperlinks for next period (See Topics and Other Activities column for June 10). Conferencing over SKYPE as necessary.
Saturday June 10 Deadline	Effective Teaching and Learning Curriculum Development WWW: WebQuests and Parents' Web Page Classroom Management Think about solutions to Situations of the Day: S#1-#4 Lesson Study Orientation	BY JUNE 17: Read National Science Education Standards: Overview, pages 1-10; Introduction, pages 11-18; Principles and Definitions, pages 19-26. Read National Science Education Standards: Science Teaching Standards, pages 27-54. Read all hyperlinks from next class period (June 17) Conferencing over SKYPE as necessary. BY JUNE 19: Inquiry-Oriented Lesson or Lab
Saturday June 17 Deadline	Complete take-home midterm examination Constructivism Inquiry-Oriented Teaching Discuss Situations of the Day: S#5-#8	BY JUNE 24: Read National Science Education Standards: Assessment in Science Education, pages 75-102. Read Inquiry and the NSES: Inquiry in Science and in Classrooms, pages 1-12; Appendices A-1 and A-2 Begin work on Student Performance Objectives (part of Assessment Project) Read all hyperlinks from next class period (June 24) Conferencing over SKYPE as necessary.
Saturday  June 24 Deadline	Cooperative Learning Classroom Management Conferencing over SKYPE as necessary.	BY JULY 8 CLASS:
Saturday July 8 9am-12pm Class	Summary and Q&A in relation to prior assigned readings Assessing, Scoring, and Evaluating Test and Rubric Construction Personal and Physical Safety in Class, Lab, and Storeroom Legal Considerations of Science Teaching Lesson Study Activity Conferencing over SKYPE as necessary.	BY JULY 15: Read Inquiry and the NSES: Inquiry in the NSES, pages 13-38. Preview hyperlinks for next class. Begin work on test and rubric (part of Assessment Project)
Saturday July 15 Deadline	Illinois Learning Standards for Science, Applications of Learning and Goals 11, 12, and 13 Discuss several Situations & Justifications of the day Conferencing over SKYPE as necessary.	DUE JULY 22: Inquiry-Oriented Lab Lesson Study Project Lessons Scientific Literacy Essay with Student Performance Objectives
Saturday  July 22 Deadline	Discussion of assigned readings Discuss Situations of the Day: S#13-#16 Lesson Study Project Overviews Promoting Critical Thinking Professional Growth Teaching Self-Assessment Instrument Practical Pointers for Teaching Conferencing over SKYPE as necessary.	BY JULY 29: Read Inquiry and the NSES: Classroom Assessment and Inquiry, pages 75-86; Making the Case for Inquiry, pages 115-130. Read Inquiry and the NSES: Frequently Asked Questions about Inquiry, pages 131-142. Preview hyperlinks for next class Read all hyperlinks from next class period (July 24) DUE JULY 29: Assessment Project (3 components). Lesson Study Project lesson. Unit Plan
Saturday July 29 Deadline	Read Inquiry and the NSES: Classroom Assessment and Inquiry, pages 75-86; Making the Case for Inquiry, pages 115-130. Read Inquiry and the NSES: Frequently Asked Questions about Inquiry, pages 131-142. Conferencing over SKYPE as necessary.	BY AUGUST 5: Prepare for comprehensive final examination.
Saturday August 5 9am-12pm Class	Summary and Q&A in relation to prior assigned readings Return of loaner books All projects due as a single group	AFTER AUGUST 5: REST!

Readings:

Required readings in this course will come from five sources:

• American Association for the Advancement of Science (1990). Science for All Americans: Project 2061, Washington, DC: Author.
• Illinois State Board of Education (1997). Illinois Learning Standards for science, grades 6-12, Springfield, IL: Author.
• National Research Council (1996). National Science Education Standards, Washington: National Academy Press.
• National Research Council (2000). Inquiry and the National Science Education Standards, Washington: National Academy Press.
• National Research Council (2000). How People Learn: Brain, Mind, Experience, and School, Washington, National Academy Press.

All books/references are available online. Nonetheless, four books are available for loan from the course instructor, and the Illinois Learning Standards booklet may be obtained free of charge by the student by contacting the Illinois State Board of Education (ISBE).

 Student Performance Assessments:

The following work assignments will be used to assess teacher candidate performance in relation to each of the stated course objectives:

411A: Topical Essays (15% of course grade) Teacher candidates must write two essays dealing with the following topics: (1) Personal Teaching Philosophy (using a specialized scoring rubric) and (2) Scientific Literacy essay (using a second specialized scoring rubric).

411B: Unit Plan (35% of course grade) Each teacher candidate will create a unit plan following specific requirements (using a specialized unit plan scoring rubric). The unit plan will address the following components: overview, social context of science teaching, content outline, student performance objectives, pedagogy, student groupings, technology utilization, alternative conceptions, safety considerations, students with special needs, student assessment, congruence with state and national goals, and teaching resources.

411C: Lesson Study Project (25% of course grade) The Lesson Study Project will be used by teacher candidate teams to create and refine a model inquiry lesson that focuses on students' learning rather than upon teachers' teaching. This approach will culminate in the teaching of the the lesson to peers along with a report in which teacher candidates document the lesson planning process, the teaching process, and the review process, and draw attention to what they have learned about lesson planning. Each student must prepare his or her own Lesson Study Project Report following specific guidelines. Teacher candidates should read the provided draft article "Inquiry Labs: What Science Lab Activities Should Look Like," and examine and follow the general structure of the provided model (to be hyperlinked) before creating an inquiry lab activity of their own. The project will be assessed with the use of an assessment rubric aligned with the recommendations of the resource article.

411D: Assessment Project (25% of course grade) To be an effective teacher, students must demonstrate knowledge of science, pedagogy, and educational psychology, and be able to use this knowledge to effectively assess student performance. There will be a number of projects that allow for demonstration of these skills: (1) writing Student Performance Objectives (20% of overall project score), (2) writing an objectives-aligned Science Test (65% of overall project score), and (3) creating a Scoring Rubric (15% of overall project score) for use with the conceptual components of the science test.

411E: Class Participation (0% of course grade) To be an effective teacher, teacher candidates must demonstrate a knowledge of science, pedagogy, and educational psychology, and be able to use this knowledge effectively through active participation in class discussion and projects. Class participation will be assessed informally with the use of a participation rubric. While such participation will be evaluated, it will not part of the final course grade. Class participation will, however, be considered to help the course instructor to make written recommendations for employment upon request.

Grading:

The following table denotes the relative weighting of assessment activities in determining the course grade:

Grade criteria are set as follows:

Academic Honesty:

Teacher candidates are expected to be honest in all academic work. A teacher candidate's name on any in academic exercise shall be regarded as assurance that the work is the result of his or her own thought and study. Offenses involving academic dishonesty include, but are not limited to the following: cheating, computer dishonesty, plagiarism, grade falsification, and collusion. For more information about this important topic, visit the Student Dispute Resolution Web site.

Pointers:

SAAMEE: A Model for Academic Success

Bibliography:

Additional readings could be taken from the following books:

• Aarons, A. B. (1997). Teaching Introductory Physics, New York: John Wiley & Sons, Inc.
• American Association for the Advancement of Science. (1993). Benchmarks for Scientific Literacy, F. James Rutherford (ed.). Washington: Oxford University Press.
• Center for Science, Mathematics, and Engineering Education (2000). Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium. Available: http://www.nap.edu/books/0309070333/html/
• Hatton, J. & Plouffe, P. B. (1997). Science and Its Ways of Knowing. Upper Saddle River, NJ: Prentice Hall.
• Kober, N. (1993). EdTalk: What We Know About Science Teaching and Learning. Washington: Council for Educational Development and Research.
• Lawson, A. E. (1995). Science Teaching and the Development of Thinking. Belmont, CA: Wadsworth Publishing Company.
• National Research Council (2005). How Students Learn: History, Mathematics, and Science in the Classroom. Washington, DC: National Academy Press.
• National Research Council (2001). Knowing what Students Know: The Science and Design of Educational Assessment. Washington, DC: National Academy Press.
• National Science Teachers Association (1994). Scope, Sequence, and Coordination. Washington: Author
• National Science Teachers Association. (1993). Handbook of Research on Science Teaching and Learning, Dorothy L. Gabel (ed.). New York: Macmillan Publishing Company.
• Swartz, C. E., & Miner, T. (1998). Teaching Introductory Physics: A Sourcebook. New York: Springer-Verlag.

Additional readings could be taken from the following journals:

• The Science Teacher, National Science Teachers Association
• The Physics Teacher, American Association of Physics Teachers
• Journal of Chemical Education, American Chemical Society Publications
• American Biology Teacher, National Association of Biology Teachers
• Journal of Physics Teacher Education Online, Illinois State University

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