The University of Maryland Baltimore County - UMBC                                               

The UMBC Department of Education

Fall Semester 2002

  

The UMBC Department of Education mission ...

Preparing caring, thoughtful, knowledgeable, and skilled teachers who are responsive to children, families and the community.  

EDUC 330 - Teaching Science in the Elementary School (3)

EDUC 623 - Instructional Strategies for Teaching Elementary School Science (3)

Instructors:

Susan M. Blunck, Ph.D.

Assistant Professor Science Education

Director of Graduate Programs

Department of Education

University of Maryland Baltimore County (UMBC)

Phone: 410-455-2869/ FAX: 410-455-3986/e-mail: blunck@umbc.edu

 

Flavio Mendez, M.A.

Adjunct Lecturer

Director SpaceLink Exhibit

The Maryland Science Center

Baltimore, MD

Phone: 410-545-5995

mendez@mdsci.org

                                     

Office Hours (Blunck):

Monday 9:00-11:00am

Always by Appointment - This method is preferred.  It is best to arrange appointments through

e-mail - blunck@umbc.edu

 

Course Description:

This course is designed to help teachers acquire holistic, interdisciplinary understandings of  science and to develop a variety of developmentally appropriate rationales/strategies for teaching and assessing science in the elementary school.  Students will gain the knowledge, skills, and dispositions needed to design, implement, and evaluate developmentally appropriate science experiences for all elementary students.  The course is taught using a variety of active learning strategies/tools, including: inquiries, demonstrations, constructions, observations, field trips, teaching trials, and  instructional technologies.  The course is focused on helping teacher candidates move toward deeper understandings of science and science teaching thus allowing them to become more responsive and reflective science teachers.

Goals for the Course:

The following goals are based on NCATE Professional Guidelines as translated by The National Science Teachers Association (NSTA) and are aligned with INTASC Core Standards (see attached INTASC Core Standards) for excellence in elementary school teacher preparation.  Upon completion of the course, teacher candidates  will be able to...

1.                  Content - Demonstrate strong and significant interdisciplinary understandings of concepts in the earth/space, environmental, life and physical sciences (INTASC Principle #1);

2.                  Nature of Science - Engage students in activities that define values, beliefs and assumptions inherent in the creation of scientific knowledge within the scientific community, and contrast science to other ways of knowing (INTASC #1,2 and 9);

3.                  Inquiry - Engage students regularly and effectively in science inquiry and facilitate understanding of the role inquiry plays in the development of scientific knowledge (INTASC Principles # 1, 2 , 3, 4,5,6 8 and 9);

4.            Context of Science  - Use knowledge, skills, and dispositions necessary to integrate instruction across the curriculum and relate science to contemporary events, research results, the students’ daily lives, and students’questions (INTASC Principles # 1,2,4,5 and 7);

5          Skills of Teaching - create a community of diverse learners who are able to construct meaning from science experiences and possesse dispositions for further inquiry and learning (INTASC Principle #1, 3);

6.                  Curriculum - Develop and apply coherent, focused science curriculum that is consistent with state and national standards for science education and is appropriate for addressing the needs, abilities and interests of all students (INTASC Principle # 1, 3, 10);

7.                  Social Context - relate science to the community and to use the human and institutional resources in the community to advance the education of their students in science (INTASC Principles # 1, 2, 10);

8.                  Assessment - use a variety of contemporary and developmentally appropriate assessments strategies to evaluate the intellectual, social, and personal development of the learner in all aspects of science (INTASC #8);

9.                  Environment of Learning - design and manage safe and supportive learning environments reflecting high expectations for the success of all students engaged in science of learning (INTASC #1, #3, 4 and 7)

10.              Professional Practice - Participate in the professional community, improving practice through their professional action, education and development (INTASC #7, 9 and 10).

Tenets of the Course:

The National Science Education Standards (NRC 1996) and The National Science Teachers Association call for a reexamination of our how elementary science methods courses are taught and underscore the importance of modeling these tenets in courses for preservice teacher candidates. The following tenets are based on these standards NCATE/NSTA Professional Guidelines and serve as a foundation of philosophical beliefs for the course.

• Exemplary science teaching demands a strong understanding of science content and pedagogy as well as a positive and professional attitude.

 

Required Textbooks and Materials/Tools:

Note: A set of the required texts is on reserve in the curriculum library.

*National Science Education Standards (NSES).  National Research Council (NRC). Washington, DC. (Access via www - via main page) use pdf format to print your individual copy)

*Supplemental Readings ( to be given out in class)

*Global Learning Observations to Benefit the Environment (GLOBE) - Teacher Resource Notebook (provided free as part of GLOBE training component)  

*All students must have a student computer/e-mail  account by end of  first week of class.

 Reserved Books:

Note: These resources along with copies of the required texts  are on reserve in the curriculum library.

*Benchmarks for Science Literacy.  American Association for the Advancement of Science (AAAS).  Oxford University Press.  New York, NY: 1993.

*A Different Kind of Classroom: Teaching with the Dimensions of Learning.  Robert J. Marzano.  Association for Supervision and Curriculum Development (ASCD).  Alexandria, VA: 1992.

       * In Search of Understanding: The Case for Constructivist Classrooms.  Jacqueline Grennon Brooks & Martin G. Brooks. Association for Supervision and Curriculum Development.   Alexandria, VA: 1993.

        *Learning in Science: Implications of Children's Science.  Roger Osborne and Peter Freyburg.  Heinnemann Publishing. Portmouth, NH:1988.

       *Resources for Teaching Elementary School Science.  National Science Resource Center, National Academy of Sciences, and The Smithsonian Institution.  National Academy Press.  Washington, DO.

        *Science for All Americans.  American Association for the Advancement of Science (AAAS).  Oxford University Press.  New York, NY: 1990.

        *Science/Technology/Society as Reform in Science Education.  R.E. Yager ed.  State University of New York Press.   Albany, NY: 1996.

          *Science Workshop: A Whole Language Approach.  W. Saul, J. Reardon, A Schimdt, C. Pearce, D. Blackwood, & M. Bird.  Heinnemann Publishing.  Portsmouth, NH:1993.

*Teaching Science for All Children (TSAC). Ralph Martin, Colleen Sexton, Kayo Wagner, and Jack Gerlovich.  Allyn & Bacon.  Boston, MA: 1997.

*The Young Child As A Scientist.  Christine Chaille and Lorie Britain.  Harpers Collin Publishers.   New  York, NY: 1991.

 The Nature of the Instruction & Overview of the Course/Major Projects:

The goals and tenets of the course are operationally defined using  National Science Education Standards (NSES) and the most current research/literature related to science teaching and learning.  Students in the course are taught using many strategies that can be used in their own classrooms.  Students are  provided many opportunities to learn science through an inquiry process. The class sessions are divided to provide time  to design and teach activities, reflect on the activities, and have discussions related to the activities.  Students explore and discuss a  variety of issues related to elementary science education (see course calendar).  A variety of instructional technologies are used by the students in the course.  Students are expected to come to all classes, complete all individual/group assignments and participate in class activities and discussions.  All students are required to get a computer E-mail account.  Graduate students are responsible for doing an additional project.  This graduate project will be described in class.  The course projects are centered on two key ideas - professional inquiry and professional service.  The  major projects for the course are outlined below and will be defined in more detail within the context of the course.

 I. Professional Inquiry Components - 25% of  course grade:

 1. Professional Inquiry Teaching Module Project  - Become an “expert” on science  issue/question/topic that has personal interest and develop a 2 week instructional plan with the following components-

            a. document the science learned through your research on a driving questions by creating two concept maps that reflect how your understandings changed with a 3 page analysis of changes.

                        1) pre concept map - done before investigating the question;

                        2) post concept map  - done after the question is investigated;

            b. create a two week, long-range,“block plan” of activities/experiments related to the inquiry topic.   The plan will include the following:

                        *Overview/Summary of the plan;

                        *Outcomes and Indicators for the plan keyed to Maryland State Performance Assessment                                 Outcomes and National Science Education Content Facets;

                        *list of considerations/strategies for adapting lessons to needs of all                                                                               students;

                        *one page explanation of  how instructional technology will be used to enhance                                                            instruction in the plan;

                        *assessments for each day;

                        *list (printout) of science tradebooks (use FindIt program in library) and minimum of three of the most                          valuable  teacher resources;

                        *an expanded lesson plan for one of the ten days (student’s choice on day) -                                               format for this plan will be discussed in class.

 II. Professional Service Component and Training Components - 25% of course grade  

 1. Professional Service Components - ongoing across the semester   - Teacher candidates spend a minimum of 20  hours interacting with children and write a 3-4 page reflection on the experience.  Two opportunities are set up for students.  Students can choose between helping with 1) SpaceLink Experience at the Maryland Science Center (participate in 4 three hour tour guide experiences across the semester - choose Wednesday, Thursday, Friday or Saturday hours) or 2) tutoring with the Choice Middle School Program at Stemmers Run or Deep Creek middle schools - choose one school - need to be present 2:30- 4:30pm on the day you choose to participate), or  3) students can propose and their own interactions if not doing the prearranged experiences.  Teacher candidates who are in new elementary program will do this requirement in the PDS where they are already assigned.  Pre-arranged are strongly recommended.

 

2. GLOBE Training Component - Students will be trained in Global Learning                      Observations to Benefit the Environment (GLOBE) teaching strategies and earn certification as a GLOBE teacher on completion of the course.

           

3. Solar Systems Educators Training Component - Students receive training in the latest knowledge of related to earth/space systems and earn certification upon completion of the course.

           

III. Ongoing Course Participation - 25% of course grade

            1.  Attendance - Students are expected to be  actively involved in discussions and activities - complete weekly assignments and demonstrate understandings related to the assignments.

 

            2. Developing a Growth Portfolio - built throughout the semester

This portfolio will contain all the student work done across the semester as well as a logs and special projects.  A written analysis of what you have learned and how you have changed across the semester is also required.  This analysis will be due at the end of the semester.                     

 IV.  Reflective Logs - 25% of course grade  

 Three reflective logs are required.  One at the end of each instructional block - refer to the course calendar.   Teacher candidates will be expected to reflect on the experiences they have throughout the course and are required to write three logs that document what they have done and what has been learned. Students will be evaluated on their ability to critically analyze and connect ideas, concepts, and experiences they encounter across the semester.  These written learning logs (required to be typed using a computer) provide students with an opportunity to describe how they are changing and what they are learning  across the semester.  The learning logs will be collected at the end of each instructional block (see course calendar).  

Exit interviews will be held with each student during finals week.  During the interviews, students will present and discuss their portfolio, discuss their professional growth, and accomplishments with the instructor of the course.

Student Expectations:

Computer Account:  Students need  to get a student computer/e-mail account.  This can be either  a UMBC e-mail account or any other personal account that a student might have.

Other Course Resources:

Curriculum Library (First floor ACIV):  There are many other science teaching and curriculum resources to review in the curriculum  library.  Sample curriculum guides, textbook series, and professional magazines are located in the library on the first floor of ACIV.  Science and Children (elementary  level) magazine is a  valuable resource for elementary science teachers as well as Science Scope (middle level).

UMBC Kuhn Library (Fourth floor Kahn Library) - Special Collection of Children's Science Trade Books:  This collection of children's science trade books is one of the finest in the country.  Books in this collection may not be checked but are placed on the fourth floor of the library where you can  browse for hours.  The special Find It Science computer program located near the collection allows students to find the science books at “lightening speed”.

UMBC Computer Laboratories:  Students in this course will be using e-mail and the Internet to communicate and access information.  There are both PC and Mac computer  labs on the UMBC campus for students to use.  All students must register for an e-mail account before the second class.    

Course Assessment/ Performance Criteria

Students will be assigned a letter grade - A, B, C, D, F- based on the assessments made on projects/assignments  done across the semester  - see percentage breakdown marked above next to each course component.   Assessments will be made using the following point scale     A+=12, A=11 ,A-=10, B+=9, B=8, B-=7, C+=6, C=5, C-=4, D+=3, D=2, D-=2, F=0.  The following performance rubric will be used in assigning the grades based on specific requirements for each project .

 

 

 

Each teacher candidate will be responsible for developing a portfolio which will be used to demonstrate their growth and achievements.  This portfolio will contain all assignments/projects completed during the semester as well as 3 learning logs. Assessments will be ongoing and authentic in their nature.  There are major check points  where students will be expected to synthesize what they have learned in the course by completing projects and learning logs.  

  Course Calendar/Major Reading Assignments

          S. M. Blunck /F. Mendez Fall 2002

            EDUC: 330              Teaching Science in the Elementary School (3)

            EDUC: 623              Instructional Strategies for Teaching Elementary School Science (3)

                Instructional Block I - Science, Learning, and Literacy: How Do Children Perceive and Learn Science? 

                "You don't teach science - you teach the child"    Joan McShane -  4/5th gr Chautauqua teacher