Teaching science

Teaching Science in the Elementary School
62.302

3 semester hours
Instructor: Dr. Frank L. Misiti
Location: 2226 MHSC

Information about the class

The purpose of this class will be to demonstrate and critically discuss methods of teaching science in the elementary school classroom. Appropriate teaching strategies, materials, and relevant science content will be the focus of discussions and activities.

All assignments (i.e., lesson plans, learning center criteria, discrepant event criteria, etc.) must be typed or completed with a word processor. Where applicable, all assignments must be properly referenced (see format below). 10% per calendar day will be deducted for late assignments.

One objective in this course will be to model selected hands-on participatory experiences. Therefore, those in attendance each day will receive 4 points for their participation in the discussions, activities, etc. for a maximum total of 120 points. You will be excused from class for personal reasons such as illness, family emergencies, or legitimate university functions, etc. Under these circumstances, due dates for assignments may be extended. However, participation points cannot be credited if you find you are unable to attend a class.

REQUIRED TEXTS

Martin, R.E., Sexton, C., Franklin T.,& Gerlovich, J. (2005). Teaching Science for all Children. (4th ed.) Boston: Allyn & Bacon.

Hazen, R.M. & Trefil, J. (1991). Science Matters. New York: Anchor Books.

Friedl, A.E. & Koontz T.Y. (2005). Teaching Science to Children. (6th ed.). New York: McGraw-Hill.

COURSE REQUIREMENTS

	Maximum Points
Participation (4 points per day)	120
Concept map	20
Learning Center	50
Science & Children abstract	20
Discrepant Event Presentation	50
Exams (2)	200
MAXIMUM TOTAL	460

TENTATIVE SCHEDULE

	Pages	Conceptual Framework Components
1. Teaching decisions/ prime time/ chalkboard strategies	pp. 46-47	1a,1b,1c,1e,2a,2b,2c,3a,3b,3c,4a,4f
2. Concept mapping	Martin 113-121; Novak Chpt. 2	1a-1f,2a,2b,3a,3c,3d,3e,4a,4b,4f
3. Learning theories/constructivism	Martin 39-63; Freidl 19-21	1a,1b,2a,2b,3c,3e,4a,4f
4. Information processing/elaboration strategies		1a,1b,1e,1f,2a,3a,3b,3c,4a
5. Using models/developing imagery/concept development		1a,1b,1e,1f,2a,3a,3b,3c,4a
6. Basic science processes	pp. 169; Martin 17-27; Friedl 1-7	1a,1b,1c,1e,2b,2c,3c
7. Observations–inferences/Mystery Boxes		1a,1b,1c,1e,2b,2c,3c
8. Test 1
9. Operational questions/Strips and Liquids		1a,1b,1c,1e,2b,2c,3c
10. The learning cycle	Martin 126-139, 187-195, 397-581	1a-1f,2a,2b,3a,3b,3c,4a
11. Integrated science process skills	pp. 170; Martin 19-21	1a,1b,1c,1e,2b,2c,3c
12. Identifying variables/Pendulum/Language of Inquiry	Martin 56-58	1a,1b,1c,1e,2b,2c,3c
13. Language of Inquiry	Science & Children, 38(5), 38-40	1a,1b,1c,1e,2b,2c,3c
14. Guided discovery		1a,1c,1e,2a,2b,2c,3a,3b,3c,3e
15. Open inquiry/Whirlybirds	Martin 205-209	1a,1c,1e,2a,3a,3b,3c,3e
16. Developing questioning skills	Martin Chpt. 7	1a,1e,1f,2a,3a,3b,3c,3d,4a
17. Discrepant event demonstrations	Martin 202-205	1a,1d,1e,1f,2a,2b,3a,3b,3c,3d,4a
18. Discrepant event presentations	Friedl 10-15, 18-21	1a,1d,1e,1f,2a,2b,3a,3b,3c,3d,4a
19. Test 2 (comprehensive final exam - minimum of 74% on comprehensive final exam for A in course)

CONCEPT MAP CRITERIA and TOPICS
(For more information, see Martin pp. 112-123 and Novak Chapter 2)

1. Reference must be Science Matters (The Atom pp.54-62).
2. Reference must be neatly printed, properly formatted and list the page numbers.
3. The concept map must be drawn neatly.
4. Include a list of the concepts mapped on a separate page (minimum of 30 concepts).
5. Use linking words to indicate meaningful relationships between the concepts.
6. Use arrows to show the direction of relationship. Concept relationships must be meaningful (make sense)
7. The concepts must be arranged in a hierarchical manner; a minimum of five levels excluding the examples.
More general concepts are at the top; more specific concepts are at the bottom.

CRITERIA for Science and Children ABSTRACTS

Abstracts are:

1. Typed or word processed - one full page only (no cover sheet) - all margins 1 inch or less.
2. A minimum of 22 full lines of text - double spaced if possible.
3. Have in the top left corner of the page only 1 line indicating your name and section.
4. From an article in Science and Children, and must be from October 1998 to current issue.
5. Properly referenced - Author (year). Title of article. Science & Children. Volume (number). Page numbers.

Misiti, F.L. (2001). Standardizing the Language of Inquiry. Science and Children. 38(5), pp. 38-40.

Primary References

Ausubel, D. P., Novak, J. D., & Hanasian, H. (1978). Educational psychology - a cognitive view. New York: Werbel & Peck.

Benchmarks for Science Literacy (1995). Washington, D.C.: American Association for the Advancement of Science.

Caine, R.N. & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: ASCD.

Gabel, D.L. (1994) Handbook of Research on Science Teaching and Learning. Macmillan Publishing; New York

Hunter, M. H. (1982). Mastery teaching. El Segundo TIP Pub.

Lem, Tik L. (1989). Invitations to science inquiry. (2nd edition). Chino Hills, CA: Science Inquiry Enterprises.

National Science Education Standards (1996). Washington, D.C.: National Academy Press.

Novak, J. D. & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.

Renner, J.& Marek, E. (1988). The learning cycle & elementary school science teaching. Portsmouth, N.H.: Heinemann.

Rutherford, F. J. & Ahlgren, A. (1990). Science for all Americans. New York: Oxford U. Press.

Last updated 01/18/06