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E200

DESIGNS FOR LEARNING: SECONDARY SCIENCE

Summer Semester 2009

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Instructor: Ms. Jas Uppal

(May 4—August 4, 2009)

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Phone: 778-386-5894

Room: EDB: 7500B

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Office: TBA

Time: Tuesday, 5:30-9:20 pm

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email: iuppal(firstcIass.educ.sfu.ca

Prerequisite

401/2 or equivalent

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Course

This course is designed for prospective and practicing secondary school teachers

Description

to explore the fundamentals of learning and teaching science. The aim of the

course is for students to develop a critical and practical philosophy of science

education. The course will draw on the literature of science education and

philosophy of science in order to show how these findings have relevance for the

classroom. Students will become familiar and confident with a variety of learning

theories, instructional and assessment strategies, including implementing effective

group work, and demonstrations. As well, students will be expected to engage in

reading, writing, dialogue and research on a selection of topics of which are

deemed of fundamental importance to learning secondary science today. Finally,

students will continue to develop as reflective practitioners and engage in

becoming lifelong learners as well as innovators in science education to promote

thinking and inquiry in their classroom.

Course

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Students should become more comfortable teaching secondary science

Objectives

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Students should be able to critically examine the prescribed curriculum and

confidently implement it into the science classroom.

Students should be able to plan learning and teaching experiences within

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consistent theoretical frameworks that support growth in science

understanding.

Topics

Range

of possible topics to be covered include:

current problems of science

education; the nature of science; science literacy; theories of learning; students'

misconceptions; multiple intelligences; imagination; assessment; First Nations'

Indigenous knowledge; curriculum (also assessing the BC curriculum for junior

and senior sciences); learning in the lab; using IT and computers.

(Students will also have the opportunity to explore additional topics such as

gender issues, multicultural issues and First Nations issues as individually

chosen)

Assessments

I .Class attendance & participation/ readings 15%

(Attendance is mandatory for passing the course.)

2. Science Connections

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10%

3. Curriculum Planning Unit: ?

25%

4. Class Presentation/ Lesson: ?

20%

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5. Critical Inquiry on Nature of Science: 15%

6. Curriculum Reflection/Research: ?

15%

Required

Readings

Bauer, H. H. (1992).

Scientific literacy and the myth of the scientific method.

University of Illinois Press. Urbana and Chicago.

Duschl, R. (1990).

Restructuring science education. The importance of

theories and their development.

Teacher's College Press, New

York.

Custom Courseware Readings, compiled by R. Schulz and J. Uppal,

Faculty of Education, SFU.

Science 8-10; Physics 11/12; Chemistry 11/12; Biology 11/12;

Integrated

Resource Package (IRP).

(1996). Ministry of Education, B.0

(available on-line: www.bced.ciov.bc.ca

)

(ADDITIONAL READINGS may be made available in class as topics arise)