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SIMON FRASER UNIVERSITY ?
SUMMER SEMESTER 2009-2 (1094)
EDUC 416-4 ?
DESIGNS FOR LEARNING: SECONDARY SCIENCE?
(E100)
Carl Cloake
email: ccloake@sfu.ca
WEDNESDAY 5:30-9:20 EDB 7500B
PREREQUISITE:
EDUC 401/402 (EDUC 405 desired)
SFU computer user-id
A laptop which connects to the Internet is to be brought to every class.
DESCRIPTION
This course focuses on the work of the science teacher in a secondary school and has been
designed for students expecting to apply for science teaching positions in the near future.
Through class discussion, presentations, group activities, online research and peer evaluation
many of the practical aspects of preparing for and delivering of science lessons will be covered.
Students will become familiar with the prescribed science curricula for their preferred student
grade levels and subject areas, and will work on teaching materials, including unit plans, for
eventual use in their lessons. Information technology will play an important role for the students
of this course and its use will be evaluated for science lessons.
Objectives:
On completion of this course students should feel more confident about planning and teaching
secondary science topics; both inside and outside their major subject area. They should be
familiar with the provincial requirements for secondary science. They will have created and
acquired a significant number of lesson plans, ideas and activities for their first/next term of
teaching.
Assessment*:
1.
(10%) Written Paper: Justify the characteristics of an exemplary teacher of science?
2. (10%) Innovation & creativity: Using a physical model represent a scientific concept from
the science 8-12 curriculum
outside
your area of expertise.
3.
(45%) Curriculum Project: As a group of three, design and fully document a series of six
(6) consecutive lessons (two each) from a unit of your choice in the science 8-12
curriculum. Team present one of those lessons to the class for peer and instructor
feedback. Write an individual response to the feedback received.
4. (20%) Course Reflection: Drawing on experiences before and during this course, write a
reflective paper on what you have learnt, why it is important and how you expect to put
what you've learnt into practice. Also include what you need to develop further to become
an exemplary science teacher.
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5. (lS%) Attendance and participation: This assessment will be discussed during the course
but it will likely be based on class-time activities, responses to readings, and submission of
additional assignments during the course.
*Note: no Final Exam
Required Readings:
1.
Science 8-10; Physics 11/12; Chemistry 11/12; Biology 11/12; Integrated Resource
Package (IRP) and Grade collections. (1996+). Ministry of Education, B.0
(See: htt
://www.bced. p ov.bc.ca/irD/irD
http://www.bced.
g ov.bc.ca/irp resources/Ir/resource/gradcoll.htm last accessed on
4/3/2009)
2.
Analysing exemplary science teaching: theoretical lenses and a spectrum of possibilities
for practice / edited by Steve Alsop, Larry Bencze, and Erminia Pedretti. Maidenhead,
England : Open University Press, 2005.
[An SFU electronic resource]
(See htt
p ://site.ebrarv.com
.Drox y .lib.sfu.ca/lib/sfu/docDetail.action?doclD= 10161375 last
accessed on 4/3/2009)
Additional Readings
will be assigned by the instructor during the course.
