•MON FRASER UNIVERSITY
S
Summer Session 2002
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EDUC 416 -4
Designs for Learning: Secondary Science
Tuesday, Thursday & Saturday
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D02.00
8:30-11:50 in EDB 7500F
PREREQUISITE
Educ 401/402
DESCRIPTION
Michael Cummings
Office: TBA
Phone: 291-3395 /469-3005
Email: mcurnrning@sfu ca
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 secondary science in
schools. Recent research suggests knowledge to be a
social
construction
within community
environments. Such a development includes the need to understand the notion of
tools, goals,
and
motive
as being important elements of a learning environment. A contemporary awareness of
science education is crucial for teachers developing genuine curricula as well as understanding their
own role as educator. The importance of this new role arises from the need to identify the learner as
"being involved" in his or her own meaning-making process, as well as exchanging and building
knowledge during social interactions.
Central to our agenda, will be modeling the theme of teacher as "facilitator," rather than
teacher as "disseminator of knowledge." Guided by on-line readings as well as class needs, we will
develop our own pedagogical and curricular program concerning
doing science, knowing science,
and
knowing about
science.
Learning through various science activities, as well as understanding the
philosophy of science, will shape classroom dialogues and writing projects. Teachers will learn to
develop their own hands-on/minds-on curriculum materials and like the students we teach in
schools, through writing and discussion we will sort and organize elements of our own experiences
into personal frames of knowledge.
COURSE REQUIREMENTS:
PARTICIPANTS MUST BE ACTIVELY "ON LINE," PREFERABLY WITH INTERNET ACCESS
FROM HOME.
• Most classes 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: 25%
• Final assignment will include developing a series of science lessons plans based on a theme
appropriate to a particular learning level. Value: 30%
Group presentation of a science activity(s) taken from lesson plans above. Value: 25%
Individual presentation of a discrepant event. Value: 20%
Very Important:
'Before
the first class, all students must read and make notes on Gordon Wells' paper, "DIALOGIC
INQUIRY IN EDUCATION: BUILDING ON THE LEGACY OF VYGOTSKY" Available for online
http://www.oise.utoronto.ca/
—gwells/NcTE.html
or in the EDUC 416/Cummings box in the CET for xeroxing purposes only.
(Crosslisted with EDUC 476 D02.00)
