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11/4/04 11:58 AM
SIMON FRASER UNIVERSITY
SPRING SESSION 2005
EDUC 416-4
DESIGNS FOR LEARNING: SECONDARY SCIENCE
(E01.00) ?
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Dr. Jan van Aalst
Office: EDB 8672
Phone: 291-4825
Monday Jan 10, 24 and Mar 7 (time to be determined)
Saturday Jan 8 9:00, Jan. 15, 29 Feb. 26, Apr. 2 & 9 (time to be determined)
Location: CET instructional Lab
(Please see course timetable)
PREREQUISITE: EDUC 401/402. Educ
405
desired.
Corequisites:
This course is designed to be taken concurrently with EDUC 405; you should also register in EDUC 404 so
that EDUC 416 is counted as one of the courses in EDUC 404; you will need to register in EDUC 404 again
in 2005-2.
Preamble:
This is a version of EDUC 416 that has been modified so that it can be taken concurrently with EDUC 405.
The premise is that learning how to design for learning is most relevant to your practice when you are teaching.
You should expect some overlap between the course assignments and your activities in school. For example,
you can choose to design lessons that you will teach during your practicum. This course was offered on an
experimental basis for two years and was very well received by students. The course schedule is tailored to the
demands on your time from EDUC 405. In January, when you are preparing for your immersion in school, we
have a high concentration of classes; in February and March, when you are busy in school there are very few
classes; and after the end of your practicum there are two classes dealing with issues arising from your
practice. Classes are also kept shorter than usual by adding a small online component (training for this will be
provided). The schedule is shown on the next page (minor changes are still possible). This schedule accounts
for 39 hours; the remaining time is spent independently in online discussion of case studies of science teaching
and other topics arising from student interests.
Course Description:
This course is designed for prospective and practising secondary school teachers who wish to explore the
fundamentals of the learning/teaching process as it applies to science. The course will draw from the latest
research in science learning, and will show how such findings may be used in the classroom. You are
expected to become familiar with and confident in the use of a variety of teaching strategies including the use
of hands-on work, writing, role play, and a number of ways of using group work. You are also expected to
prepare yourself for dealing with a range of classroom issues arising, for example, from feminist and anti-racist
research traditions. Finally, you will prepare yourself for becoming lifelong innovators in science education,
learning how to reflect on their practice.
http://www.educ.sfu.ca/ugradprogs/Outlines/Educ4l6vanAalst.html ?
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EUC Outline ?
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Objectives:
On completion of the course it is hoped that you will feel more at ease with teaching science, be able to deal
confidently with the prescribed curriculum, and be able to plan teaching and learning science instruction within
a consistent framework.
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IDate ?
liHours
IlTopic
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liTextbook IlAssignment ?
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Sat., Jan. 8
5
Course introduction; the nature of
Chap. 3
science; computer training; the science
curriculum
Mon., Jan. 10 ?
3 ?
Unit planning and lesson planning
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1
Chap. 4
Sat., January
15 5
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Misconceptions; models of inquiry; ?
Chaps.
5, 6
critical thinking
Mon., Jan. 24 ??
[3
Assessment in Science
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11Chap. 10
J
F7
________________
Sat., Jan. 29 ?
5
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Learning in the lab and informal settings; ?
Chap.
IF
7 Critical Challenge
Sat., Feb. 26 ?
5 ?
Learning from practice; controversial ?
Chap. 8
issues; making use of resources in the
community
Mon., March 7
11
3
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role of computers; projects in science ?
Chap. 9
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Sat., April 2 ?
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l[Emerging topics; presentations ?
l[Unit Plan Analysis
Sat. April 9
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liEmerging topics; presentations ?
liLearning portfolio
NOTE: The first class starts at 9:00 AM, Saturday January 8. The exact timing of other classes will be
determined during the first class.
Assignments:
1.
(20%) Critical Challenge. You will design a lesson that fosters critical thinking. The lesson can be part of
your unit plan or can be the workshop you present (below).
2.
(10%) Online discussion. (This will take about 45 minutes per week, after training)
3.
(25%)
Analysis of Unit Plan. In EDUC 405 you will plan one or more units. In this 416 assignment you
provide an analysis of the unit based on your experience teaching it. This takes the form of a short paper
(about six pages, double spaced).
4.
(25%)
Group lesson. Working in a group of 2-3 students, you prepare a workshop on a topic on the
science or mathematics curriculum.
15%
of marks are based on the actual workshop (collaborative) and
10% on an (individual) response to feedback on the workshop (about 2 pages, double spaced.)
5.
(20%)Learning portfolio. This is a paper (about 6 pages, double spaced) in which you synthesize what,
you have learned about science teaching from reading, online discussion, and interactions with colleagues
in school. The paper should demonstrate your growth as a science teacher and point out areas in which you
need to invest in more learning.
Textbook:
Thomas R. Koballa, Jr., and Deborah J. Tippins (2004). Cases in Middle and Secondary Science Education:
http://www.educ.sfu.ca/ugradprogs/Outlines/Educ4l6vanAalst.htmi
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EI3UCOutliae ?
11/4/04 12:01 PM
The Promise and Dilemmas. Columbus, OFT: Pearson/Merril Prentice HallBN 0-13-112798-5.
Questions:
In the past students have had questions about the impact of this course on their ability to do well in EDUC
405.
Such anxieties are almost always put to rest in the first class when the schedule and the nature of the
assignments becomes clearer. However, if you have questions that you need to have answered now, please
email me at vanaalst@sfu.ca
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I look forward to meeting you in a stimulating course.
Return to Education's Undergraduate 2005-1 Course Outlines Main Page.
http://www.educ.sfu.ca/ugradprogs/Outlines/Educ4l6vanAalst.html
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