Designs for Learning: Secondary Science

Summer Session 2001

Michael Cummings

Office: TBA

Phone: 291-3395 / 469-3005

S

MON FRASER UNIVERSITY

S.

mcumming@sfu.ca

Tuesday & Thursday 9:30-15:20 in EDB 7500F ?

D02.00 ?

Email:

V

PREREQUISITES

Educ 401/402

COURSE DESCRIPTION AND OBJECTIVES

Science education has been undergoing a revolution. Knowledge, student's learning, and how

individuals make sense in the world in general have changed significantly over the past two decades.

These ideas have contributed important dimensions to the teaching of science in schools. Recent

research suggests knowledge to be a

social construction

within community environments. Such

socio-historic

viewpoint includes the need to understand

tools,

goals,

and

motive

as being important

elements of such learning process. This contemporary awareness is crucial for teachers developing

genuine curricula and understanding their role in classrooms as science teachers. The importance of

this new role arises from the need to identify the learner as being "involved" in his or her

meaning-making process during social settings.

Central to our agenda, therefore, will be modeling the theme of teacher as "facilitator," rather than

teacher as disseminator of knowledge. Guided by on-line (Internet) resources, the IRP, and class needs

we will develop our own pedagogical and curruriclar program concerning

doing science, knowing

science,

and

knowing

about science.

Learning from and with various science activities will shape our

classroom dialogues and writing projects. Teachers will learn to develop their own low-cost,

hands-on/minds-on curriculum materials; and like the students we teach in schools, we will sort and

organize elements of our own experiences into personal identities of knowledge.

COURSE REQUIREMENTS

PARTICIPANTS MUST BE ACTIVELY "ON LINE," PREFERABLY WITH INTERNET ACCESS

FROM HOME.

• Each class will be followed up with an appropriate internet reading. A subsequent one-page

analysis reflecting how this might impact on one's classroom practice will be due the following

class. Value: 20%

• Final assignment will include developing a series of science lessons plans based on a theme

appropriate to a particular learning level. Value: 40%

• Class participation that includes a group presentation of a science activity is comprised of

attendance and preparedness in class. Value: 40%

READINGS

Based on on-line assignments from our web page.