CHEM 311 Science Teaching Methods - Winona State University

Deming – CHEM 311 1 of 15

CHEM 311 – Science Teaching Methods

Instructor:

Office Hours:

Prerequisites: Acceptance into the education program at Winona State University and consent of

instructor.

Course Purpose:

The application of current research trends and modern technology in science education

are used to prepare science majors for the teaching of secondary school science content

and process. Course provides opportunity for the qualified teaching candidate to obtain

practical knowledge and experience in techniques of planning and safely conducting

inquiry-based chemistry activities, including laboratories, discussions/cooperative

learning opportunities, etc. Science Teaching Methods is a prerequisite to student

teaching.

Meetings: To be arranged. Four credit hours equivalent.

Materials: Lawson, A.E. (1995). Science teaching and the development of thinking. Belmont, CA:

Wadsworth. REQUIRED. Students will also be required to provide a three-ring binder, tab dividers,

and other necessary items to construct the student portfolio. ISBN-10: 053404851X

In addition to these texts, we will utilize readings from the literature in science

education, psychology, and brain science. A readings list is below, although each

student in the course will customize his or her readings to his or her curriculum project.

Readings: Adey, P., & Shayer, M. (1994). Really raising standards: Cognitive intervention and academic

achievement. London: Routledge.

Boudreaux, A., Shaffer, P.S., Heron, P.R.L., & McDermott, L.C. (2008). Student understanding of

control of variables: Deciding whether or not a variable influences the behavior of a system.

American Journal of Physics, 76(2), 163-170.

Cracolice, M.S., & Deming, J.C. (2001). Peer-led team learning. The Science Teacher, 68(1), 20–24.

Cracolice, M.S., Deming, J.C. & Ehlert, B. (2008). Concept learning versus problem solving: A cognitive

difference. Journal of Chemical Education, 85(6), 873-878.

Deming, J.C., & Cracolice, M.S. (2004). Learning to think. The Science Teacher 71(3), 42-47.

Furio, C., Calatayud, M.L., Barcenas, S.L., & Padilla, O.M. (2000). Functional fixedness and functional

reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of

molecules. Science Education, 84(5), 545–565.

Gabel, D., Sherwood, R., & Enochs, L. (1984). Problem solving skills of high school chemistry students.

Journal of Research in Science Teaching, 21, 221–233.

Haidar, A.H., & Abraham, M.R. (1991). A comparison of applied and theoretical knowledge of concepts

based on the particulate nature of matter. Journal of Research in Science Teaching, 28(10), 919–

938.

Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of

mechanics test data for introductory physics courses. American Journal of Physics, 68(1), 64-74.

Heyworth, R.M. (1999). Procedural and conceptual knowledge of expert and novice students for the

solving of a basic problem in chemistry. International Journal of Science Education, 21(2), 195–

211.


Johnson, M.A. & Lawson, A.E. (1998). What are the relative effects of reasoning ability and prior

knowledge on biology achievement in expository and inquiry classes? Journal of Research in

Science Teaching, 35(1), 89-103.

Lawson, A.E. (2002). Sound and faulty arguments generated by pre-service biology teachers when testing

hypotheses involving un-observable entities. Journal of Research in Science Teaching, 39(3),

237-252.

Lawson, A.E. (2003). The neurological basis of learning, development and discovery: Implications for

science and mathematics instruction. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Lawson, A.E., Abraham, M.R., & Renner, J.W. (1989). A theory of instruction: Using the learning cycle

to teach science concepts and thinking skills. Cincinnati, OH: National Association for Research

in Science Teaching.

Lawson, A.E. & Wollman, W. (1980). Developmental levels and learning to solve problems of

proportionality in the classroom. School Science and Mathematics, 80(1), 69-75.

McDermott, L.C. (2008). Preparing K-12 teachers in physics: Insights from history, experience, and

research. American Journal of Physics, 74(9), 758-762.

McDermott, L.C., Heron, P.R.L., Shaffer, P.S., & Stetzer, M.R. (2006). Improving the preparation of K-

12 teachers through physics education research. American Journal of Physics, 74(9), 763-767.

Monteyne, K., & Cracolice, M. S. (2004). Development and validation of a web-based assessment of

higher-order thinking skills. Paper presented at the annual meeting of the National Association

for Research in Science Teaching, Vancouver, BC.

Musheno, B.V. & Lawson, A.E. (1999). Effects of learning cycle and traditional text on comprehension

of science concepts by students at different reasoning levels. Journal of Research in Science

Teaching 36(1), 23-37.

Nakhleh, M. (1993). Are our students conceptual thinkers or algorithmic problem solvers? Journal of

Chemical Education, 70(1), 52–55.

Nicoll, G.; Francisco, J.; Nakhleh, M. (2001). A three-tier system for assessing concept map links: A

methodological study. International Journal of Science Education, 23(8), 863-875.

Nurrenbern, S., & Pickering, M. (1987). Concept learning versus problem solving: Is there a difference?

Journal of Chemical Education, 64(6), 508–510.

Schneider, L.S., & Renner, J.W. (1980). Concrete and formal teaching. Journal of Research in Science

Teaching, 17(6), 503–517.

Shayer, M., & Adey, P. (Eds.) (2002). Learning intelligence: Cognitive acceleration across the

curriculum from 5 to 15 years. Buckingham, UK: Open University Press.

Grading: Your course grade will be based on midterm assessments, a formal presentation on

inquiry, and the evaluation of the quality of your final curriculum project. This

curriculum project is the development of a complete learning cycle curriculum package

covering one major topic in high school science, constituting about 1.5 weeks of student

activities. Ongoing feedback will be given about progress toward the final project by

requiring you to hand in your final project for evaluation at random times during the

semester.

Additional deductions may be made for cases beyond the scope of these criteria at the

discretion of the instructor (e.g., missing class).

A 90% – 100%

B 80% – 89.9%

C 70% – 79.9%

D 60% – 69.9%


Other:

Dress Code

o Students will be required to follow the dress code outlined later in this syllabus. The

purpose of this dress code is to help students learn to make appropriate choices

regarding their professional attire. The most frequent complaint we receive from

principals and student teaching mentors is that some of our student teachers dress

inappropriately. This reflects poorly on the student teacher, the College of Education,

and Winona State University as a whole. Therefore, this dress code will be enforced

throughout the semester. If a student chooses to wear inappropriate attire, he/she will

lose credit for any of the day’s activities, with no option for making it up in the future.

Technology Use

o Students are encouraged to bring their laptops for notetaking and other related course

activities. Using electronic devices for non-course activities is considered detrimental to

learning, unprofessional, and discourteous.

o Technology will be used in this course to present information and understanding. It is a

tool that can create learning environments within the classroom and expand this

environment to virtual learning outside the classroom walls. It is an expected tool that

will be used numerous times during the week (including class time).

Inclusion

o Any student in this course who has a disability that may prevent him or her from fully

demonstrating his or her abilities should contact me personally as soon as possible so

we can discuss accommodations necessary to ensure full participation and facilitate

your educational opportunities.

If you have a special need addressed by the Americans with Disabilities Act and

require course materials in alternative format, please contact me immediately.

Reasonable efforts will be made to accommodate your special needs.

Any student needing to arrange a reasonable accommodation for a documented

disability should contact me or Disability Services at Maxwell Hall; (507) 457-

2391 (voice).

Winona State University does not discriminate on the basis of race, color, age,

religion, national origin, sexual orientation, sex, marital status, disability or

status as a U.S. Vietnam Era Veteran. Any persons having inquiries concerning

this may contact the appropriate University authorities, including the campus

security office (457-5555), affirmative action office (457-5008), or student

affairs (457-5300).

Dispositions

o Academic Dishonesty of any kind will not be tolerated and will be addressed in a

manner consistent with the University policies that are described on the University Web

Site: http://www.winona.edu/handbook/policiesbullets.htm or page 34 in undergraduate

catalog.

o All academic work must be the summation of one’s own information, work, and

endeavor.


Professional Education Unit Core Beliefs

o We exist to prepare professionals to continuously improve Birth – Grade 12 student

learning in twenty-first century schools. Through a continuum of clinical experiences

and relevant and appropriate instructional methods, WSU graduates are prepared in a

community of learners with developmentally appropriate content and pedagogical

expertise, and professional dispositions to improve students’ learning by: (1) actively

engaging in a culture of reflective practice and continuous improvement (2)

demonstrating awareness of – and an ability to respond to – broader psychosocial and

global contexts; and (3) advocating for students and their learning through leadership,

collaboration, innovation, flexibility, and critical thinking.

This course syllabus is not a contract; it is a tentative outline of course policies. Changes may be

made before, during, or after the semester at my discretion.


Course Objectives:

(articulated in MN BOT Teachers of Science Subpart E of rule 8710.4750, same

numbering scheme applied here)

A teacher of science must have a broad-based knowledge of teaching science that

integrates knowledge of science with knowledge of pedagogy, students, learning

environments, and professional development. A teacher of science must understand:

1) Curriculum and instruction in science as evidence by the ability to:

a) Select, using local, state, and national science standards, appropriate

science learning goals and content;

b) plan a coordinated sequence of lessons and instructional strategies that

support the development of students' understanding and nurture a

community of science learners including appropriate inquiry into

authentic questions generated from students' experiences; strategies for

eliciting students' alternative ideas; strategies to help students'

understanding of scientific concepts and theories; and strategies to help

students use their scientific knowledge to describe real-world objects,

systems, or events;

c) plan assessments to monitor and evaluate learning of science concepts

and methods of scientific inquiry; and

d) justify and defend, using knowledge of student learning, research in

science education, and national science education standards, a given

instructional model or curriculum;

2) safe environments for learning science as evidenced by the ability to:

a) use required safety equipment correctly in classroom, field, and

laboratory settings;

b) describe, using knowledge of ethics and state and national safety

guidelines and restrictions, how to make and maintain a given collection

of scientific specimens and data;

c) describe, using knowledge of ethics and state and national safety

guidelines and restrictions, how to acquire, care for, handle, and dispose

of live organisms;

d) describe, using state and national guidelines, how to acquire, care for,

store, use, and dispose of given chemicals and equipment used to teach

science;

e) implement safe procedures during supervised science learning

experiences in the public schools; and

f) develop a list of materials needed in an elementary science safety kit;

3) how to apply educational principles relevant to the physical, social, emotional,

moral, and cognitive development of preadolescents and adolescents;

4) how to apply the research base for and the best practices of middle level and

high school education;

5) how to develop curriculum goals and purposes based on the central concepts of

science and how to apply instructional strategies and materials for achieving

student understanding of the discipline;

6) the role and alignment of district, school, and department mission and goals in

program planning;

7) the need for and how to connect students' schooling experiences with everyday

life, the workplace, and further educational opportunities;


8) how to involve representatives of business, industry, and community

organizations as active partners in creating educational opportunities;

9) the role and purpose of cocurricular and extracurricular activities in the teaching

and learning process;

10) the impact of reading ability on student achievement in science, recognize the

varying reading comprehension and fluency levels represented by students, and

possess the strategies to assist students to read science content more effectively;

and

11) how to apply the standards of effective practice in teaching through a variety of

early and ongoing clinical experiences with middle level and high school

students within a range of educational programming models.


Course Outline of Topics:

Teaching and the Nature of Science

Educational Purpose

The Nature of Scientific Thinking: A Look at the Work of an Ethologist

The Origin and Nature of Theories: A Look at the Work of Charles Darwin

How are Theories Tested? The Case of Spontaneous Generation

Science and Religion

The Role of Observation in Science: The “Construction” of Oxygen

Patterns of Thinking by Scientists and by Adolescents

Homing Behavior in Silver Salmon

Creative and Critical Thinking Skills

The Nature of Adolescent Thinking

Empirical-Inductive and Hypothetical-Deductive Thinking Patterns

Scientific Knowledge: Its Construction and Development

The Nature of Declarative Knowledge

Types of Concepts

Vygotsky’s Concept Generalization Phenomenon

Types of Conceptual Systems

Mental Structures and the Process of Self-Regulation

How do Thinking Patterns Function in Adult Thinking?

Contributing Factors in Self-Regulation

How are Descriptive Concepts Constructed?

The Role of Chunking in Higher-Order Concept Construction

How are Theoretical Concepts Constructed?

Practice in Classifying Science Concepts

Vygotsky’s Zone of Proximal Development

Stages in the Development of Procedural Knowledge

Piaget’s Theory

The Four Card Task and Hypothetical-Deductive Thought

Algebra and Hypothetical-Deductive Thought

A New View of Stage Theory

The Relationship Between Procedural and Declarative Knowledge: A Closer Look

How Does Hypothetical-Deductive Thought Develop?

Developing the Procedure of Controlled Experimentation

The Learning Cycle

Essential Elements of Science Instruction

The Learning Cycle

Three Types of Learning Cycles

Learning Cycles as Different Phases of Doing Science

A Note on Creativity

A Note on Intelligence and Achievement

Historical Perspective: Origins of the Learning Cycle

The Learning Cycle in the BSCS Program

The Learning Cycle in Driver’s Conceptual Change Model

Key Postulates

Selecting Appropriate Explorations


Characteristics of Effective Science Instruction

Lesson Characteristics

Characteristics of Student Behavior

Characteristics of Teacher Behavior

Characteristics of Effective Questioning

Example Lessons

Keeping Inquiry Going and “Covering” Content

Why Don’t More Teachers Use Inquiry-Oriented Methods?

Resistance to Inquiry

Time and Energy

Too Slow

Reading too Difficult

Sequential Text

Teacher and Student Discomfort

Other Factors

Principles of Curriculum Development and Implementation

State and National Science Standards

Curriculum Principles: Concept Organization and Presentation

Examples of Teaching Conceptual Systems

Curricular Principles for the Development of Thinking Skills

Textbook Use and Selection

Using Field Trips to Provoke Self-Regulation

Student Assessment

Classifying Test Items

Empirical-Inductive and Hypothetical-Deductive Test Items

Using Test Items to Encourage Self-Regulation

Using Homework Problems to Encourage Self-Regulation

Written Work

Concept Map Assessment Rubric

Directions for Future Research and Development

Conceptions and Misconceptions

Motivation and Assessment

Cooperative Learning

Sequencing and Selecting Content

The Role of Analogy

Retention and Transfer of Thinking Skills

Teaching Content Versus Process

Texbooks

New Technologies

Teacher Education and Professional Growth

Other Currently Popular Methods

Project 2061

Integrating Social and Technological Issues

Testing

Theoretical Issues and a Problem with “Social” Constructivism


Neurological Models of Self-Regulation and Instructional Methods

Basic Neurological Principles

General Principles of Network Modeling

Learning in a Simple Circuit: Classical Conditioning

Learning in Humans: A More Complex Network

The Role of Logical and Analogical Thinking in Knowledge Construction

Role of Logic

A Neurological Explanation of Memory and Analogical Thinking

Integrating Philosophy, Neural Modeling, Scientific Insight, and Instruction

Cognitive Acceleration through Science Education

Six training sessions from Thinking Science Professional Development

Additional Topics

The Central Purpose of American Education

The Method of Multiple Working Hypotheses

What is Science?

Research on the Learning Cycle

The Research and Theories of Shayer and Adey

Teaching and the Expanding Knowledge

Classroom Test of Scientific Reasoning

Examples of Learning Cycles in 9-12 Science

Safety and the K-12 Learning Environment

Action Research in the Classroom


Learning Objective Learning Opportunity Assessment & Evaluation E. A teacher of science must

have a broad-based knowledge

of teaching science that

integrates knowledge of science

with knowledge of pedagogy,

students, learning environments,

and professional development. A

teacher of science must

understand:

1) Curriculum and instruction

in science as evidence by

the ability to:

a) Select, using local,

state, and national

science standards,

appropriate science

learning goals and

content;

What is Science?

Principles of Curriculum Development and

Implementation

1. Minnesota Standards for Science

2. National Science Education Standards

3. Concept organization and presentation

4. Teaching conceptual Systems

5. Curricular principles for the development of

thinking skills

6. Textbook use and selection

7. Understanding of Appropriate Science

Learning Goals and Content

Homework: Read Lawson (1996) pp. 226-260, 408-418.

Curriculum Project

Explicit inclusion of MN and National Science

Content Standards that are addressed in the

candidate’s curriculum project

AAAS - Project 2061 - Identifying Curriculum

Materials for Science Literacy_ A Project 2061

Evaluation Tool

b) plan a coordinated

sequence of lessons

and instructional

strategies that support

the development of

students'

understanding and

nurture a community

of science learners

including appropriate

inquiry into authentic

questions generated

from students'

experiences; strategies

for eliciting students'

alternative ideas;

strategies to help

students'

understanding of

scientific concepts and

theories; and strategies

to help students use

their scientific

knowledge to describe

real-world objects,

systems, or events;

Covered in virtually every topic during this course.

Specifically targeted in following topic:

The Learning Cycle

1. Essential elements of science instruction

2. Types of learning cycles

3. Learning cycles as different phases of doing

science

4. Adapting Existing Laboratories to Follow an

Inquiry Format

5. Converting Traditional Teaching Materials into

Inquiry Materials

6. Learning Cycles for Secondary Science –

Teachers Design Their Own Inquiry Units

Homework: Read Lawson (1996) pp. 132-176;

(See attached handout for Developing Learning Cycles

from Non-Learning Cycle Materials)

Read Cracolice, Deming, & Ehlert (2008)

Read Deming & Cracolice (2004)

Curriculum Project The curriculum project is the development of a

complete learning cycle curriculum package

covering one major topic in high school

chemistry, constituting about 1.5 weeks of

student activities. (See

www.inquirychemistry.com curriculum unit

The Combined Gas Law for example of a

representative curriculum project)



Evaluation Tool

c) plan assessments to

monitor and evaluate

learning of science

concepts and methods

of scientific inquiry;

and

Student Assessment

1. Classifying test items

2. The drawbacks of typical homework problems

3. Lab report guidelines

4. Science fair projects

5. Portfolio assessment

6. Concept map assessment

7. Misconceptions in Science

8. Constructing Exam Questions to Evaluate

Student Learning


Read Nicoll et al. (2001) (see attached handout for

summary of concept map rubric)

Content Knowledge Exam

Candidate’s content knowledge will be assessed

using 15 conceptual questions similar to the

American Chemical Society’s conceptual

exams (versions 1996 and 2001) or Praxis II –

(Appropriate Science Content Exam for

major)

Procedural Knowledge Exam

Candidate’s Higher-Order Thinking Skills

(HOTS) will be assessed as a pretest at the

beginning of the semester and as a posttest in

the final week of the semester using the

Classroom Test of Scientific Reasoning from

Lawson (1978) as well as the dynamic, online

HOTS Test administered by The University of


Assessing Procedural Knowledge Using Piagetian

Tasks

1. The Development of Higher-Order Thinking

Skills

2. Description of Piagetian Tasks of Formal

Operations

Homework: Read Lawson (1996) pp. 42-67, 436-445;

Design a reasonable method for testing each of these

thinking skills using common items found in a science

classroom

Montana.

Lawson, A.E. (1978). The development and

validation of a classroom test of formal

reasoning. Multiple choice version revised,

August 2000. Journal of Research in Science

Teaching, 15(1), 11-24.

d) justify and defend,

using knowledge of

student learning,

research in science

education, and

national science

education standards, a

given instructional

model or curriculum;

Research on the Learning Cycle and Other

Educational Theories

1. The Central Purpose of American Education

2. Effectiveness of learning cycle

3. Vygotsky’s Zone of Proximal Development

4. The Research and Theories of Shayer and Adey

5. The Role of The Teacher During Inquiry

Instruction

6. The role of inquiry in the state and national

science standards

Homework: Read Lawson (1996) pp. 387-397, 418-432;

(see attached ZPD Assistance Flowchart)

Posttest and Retrospective Pretest of

Professional Development

(modified version of Lamb & Tschillard

(2005)) Assessment was designed to determine

the impact of a professional development

workshop or program by allowing participants

to describe how their conceptions of teaching

changed as a result of the program. (see

attached test)

Lamb, T. A., & Tschillard, R. (2005).

Evaluating learning in professional

development workshops: Using the

retrospective pretest, Journal of Research in

Professional Learning (pp. 1-9): National Staff

Development Council.

2) [A teacher must

understand] safe

environments for learning

science as evidenced by the

ability to:

a) use required safety

equipment correctly in

classroom, field, and

laboratory settings;

Safe Storage and Use of Chemicals

1. Introduction to Online Chemical Ordering

Tools

2. Searching and Use of MSDS

3. Safe Chemical Use and Storage

4. Laboratory Safety

Homework: Review attached Chemical Safety handout

and Laboratory Safety Agreement

Curriculum Project

Inclusion of safety considerations, MSDS, and

related safety equipment items for classroom

use in project



Evaluation Tool

b) describe, using

knowledge of ethics

and state and national

safety guidelines and

restrictions, how to

make and maintain a

given collection of

scientific specimens

and data;

Action Research in the Classroom

1. Teachers as Researchers

2. Gathering Data on Teaching Effectiveness

3. Protecting the Learner from Trivial

Measurements

4. The Rights and Privacy of the Learner

Homework: Complete the online tutorial provided by

WSU regarding Human Subjects Research

Responsible Conduct in Research

Human Subjects Education Module

Successfully complete the WSU online

assessment for Human Subjects Research (score

of 80% or above required)

c) describe, using

knowledge of ethics

and state and national

safety guidelines and

restrictions, how to

acquire, care for,

handle, and dispose of

live organisms;

Safe and Appropriate Care of Organisms 1. Safety contracts

2. Safety exams

3. Safety presentations

4. Ethical treatment vs. student knowledge

acquisition

Homework: Construct biological safety guidelines for

classroom

Curriculum Project

Inclusion of safety considerations, contracts,

ethical treatment handouts, biological safety

guidelines for classroom handout, and related

safety equipment items for classroom use in

project



Evaluation Tool

d) describe, using state

and national

guidelines, how to

acquire, care for, store,

use, and dispose of

given chemicals and

equipment used to

teach science;



Tools




Curriculum Project


chemical preparation/storage items in project



Evaluation Tool


e) implement safe

procedures during

supervised science

learning experiences in

the public schools; and



Tools




Curriculum Project


related safety practices and procedures for

classroom use in project



Evaluation Tool

f) develop a list of

materials needed in an

elementary science

safety kit

Safety and First Aid

1. Notable safety items for all science classrooms

2. Procedures for first aid

3. Student privacy and timely safety intervention

4. When things go wrong

Homework: Paper on recent laboratory accident,

including event, safety guidelines in place at time of

event, which (if any) guidelines not followed, and what

changes have been made to the guidelines in response

Curriculum Project

Inclusion of safety considerations, MSDS, first-

aid procedures, student privacy concerns,

materials list for a classroom science safety kit,

and related safety practices and procedures for

classroom use in project



Evaluation Tool

3) [A teacher must

understand] how to apply

educational principles

relevant to the physical,

social, emotional, moral,

and cognitive development

of preadolescents and

adolescents;

Patterns of Thinking by Scientists and by

Adolescents

1. Creative and critical thinking skills

2. The nature of adolescent thinking

3. Scientific Thinking Patterns

4. Brain Physiology and Growth from Childhood

to Adult

Homework: Read Lawson (1996) pp. 42-67.

Stages in the Development of Procedural Knowledge 1. Piaget’s theory

2. Lawson’s Stage Theory

3. Relation between procedural and declarative

knowledge

4. How do these types of thinking patterns

develop?

Homework: Read Lawson (1996) pp. 100-131; see

handout of thinking skills performance descriptors K-12.

Curriculum Project

Inclusion of students’ emotional and cognitive

development considerations, thinking skills

performance descriptors handout, as well as a

description of potential conflicts, in curriculum

project



Evaluation Tool

4) [A teacher must

understand] how to apply

the research base for and

the best practices of middle

level and high school

education;

Characteristics of Effective Science Instruction 1. Lesson characteristics

2. Characteristics of student behavior

3. Characteristics of teacher behavior

4. Characteristics of effective questioning

5. Traditional Instructional Cycles in Science

6. Inquiry Instruction

7. Keeping inquiry going and “covering” content

8. The Learning Cycle and its Applications


Learning Cycle Test

This assessment is a modified version of the

Odom and Settlage (1996) test to include

current Learning Cycle terminology. It was

designed to inform instructors about their

effectiveness in developing students’

understanding of the learning cycle. (see

attached test)

Odom, A.L. & Settlage, J. Jr. (1996). Teachers’

understandings of the learning cycle as assessed

with a two-tier test. Journal of Science Teacher

Education 7(2), 123-142.

Powerpoint Presentation

Candidate develops and gives a presentation

regarding his/her understanding of inquiry or a

presentation illustrating what inquiry looks like

that could be used in a teaching interview for a

school board or hiring committee

5) [A teacher must

understand] how to develop

curriculum goals and

purposes based on the

central concepts of science

and how to apply

instructional strategies and

materials for achieving

Scientific Knowledge: Its construction and

Development 1. The nature of declarative knowledge

2. Types of concepts

3. Types of conceptual systems

4. Mental structures and the process of self-

regulation

5. How do thinking patterns function in adult

Reformed Teaching Observation Protocol

(RTOP)

The RTOP (Sawada et al., 2000) will be used to

assess candidate’s application of the

professional development experiences

(candidate’s use of new knowledge and skills).

Sawada, D., Piburn, M., Falconer, K., Turley,

J., Benford, R., & Bloom, I. (2000). Reformed


student understanding of

the discipline;

thinking?


Why Don’t More Teachers Use Inquiry-Oriented

Methods?

1. Resistance to Inquiry

2. Teaching habits

3. Vygotsky’s Theories of Intellectual

Development – Labeling a Concept

4. Facilitating Students’ Understanding of

Scientific Concepts and Theories


Cracolice & Deming (2001); Nakhleh (1993); Gabel et

al. (1984)

teaching observation protocol (RTOP) (ACEPT

Technical Report No. IN00-1). Tempe, AZ:

Arizona Collaborative for Excellence in the

Preparation of Teachers.

6) [A teacher must

understand] the role and

alignment of distric, school,

and department mission and

goals in program planning;

Teaching and the Nature of Science 1. Educational purpose

2. The nature of scientific thinking

3. Science and religion

4. The undifferentiated whole

Homework: Lawson (1996) pp. 1-41, 227-232.

Neurological Models of Self-Regulation and

Instructional Methods 1. Basic neurological principles

2. General principles of network modeling

3. Learning in humans

4. Extension of network characteristics to higher

levels of learning

5. Instructional implications of program planning

across preK-12


Curriculum Project

Inclusion of MN State and National Science

Standards, brain development timeline,

neuronal pictures, and curriculum threads

throughout Science Standards in project



Evaluation Tool

7. [A teacher must understand]

the need for and how to

connect students' schooling

experiences with everyday life,

the workplace, and further

educational opportunities;

The Role of Logical and Analogical Thinking in

Knowledge Construction

1. Role of logic

2. Analogies and the relation between “school-

learned” concepts and “everyday” concepts

3. A neurological explanation of memory and

analogical thinking

4. Integrating philosophy, neural modeling,

scientific insight, and instruction

5. Vygotsky’s Theories of Intellectual

Development – Concept Generalization

Phenomenon


Curriculum Project

Inclusion of topics and experiences “relevant”

to students, as well as Concept Generalization

Phenomenon flowchart example in project



Evaluation Tool


how to involve representatives

of business, industry, and

community organizations as

active partners in creating

educational opportunities;

Service Learning and the Science Classroom 1. What is service-learning?

2. Promoting volunteerism

3. Engaging the local community in educational

projects and site-based learning

Homework: Read Cracolice & Ward (1998)

Curriculum Project

Inclusion of topics for potential service learning

opportunities, draft letters to industry and

community organizations describing creative

educational opportunities, as well as Concept

Generalization Phenomenon flowchart example

in project



Evaluation Tool


the role and purpose of

cocurricular and

extracurricular activites in the

teaching and learning process;

Principles of Curriculum Development and

Implementation

1. Using field trips to provoke self-regulation

2. Student field work

3. Student learning in non-traditional settings


SCIE 201 – field trip Work with SCIE 201 faculty to set up field trip

for class

Curriculum Project Construct teacher guidelines for setting up field

trips; identification of alternative learning


opportunities for students



Evaluation Tool

10. [A teacher must

understand] the impact of

reading ability on student

achievement in science,

recognize the varying reading

comprehension and fluency

levels represented by students,

and posess the strategies to

assist students to read science

content more effectively; and

Students’ Reading Ability and Their Potential to

Learn 1. English as a second language

2. Assessing students’ knowledge using non-

verbal diagnostic measures

3. Importance of reading science for

comprehension

4. The importance of data from which the student

can generate a concept

5. The use of fiction to enhance reading ability

(e.g., Cantor’s Dilemma)

Homework: Read Musheno & Lawson (1999).

Curriculum Project

Inclusion of ESL science program examples,

list of various nonverbal diagnostic measures,

description of the importance of inquiry in

these environments, as well as list of fiction

examples to be included in project



Evaluation Tool

11. [A teacher must

understand] how to apply the

standards of effective practice

in teaching through a variety

of early and ongoing clinical

experiences with middle level

and high school students

within a range of educational

programming models.

Directions for Future Research and Development

1. Conceptions and misconceptions

2. Motivation and assessment

3. Sequencing and selecting content

4. New technologies

5. Teacher education and professional growth

6. Other currently popular methods

7. Project 2061

8. Standards of effective practice in the

classroom

Homework: Observe CHEM 108 or similar course to

experience inquiry in a science education setting;

develop and implement lesson plan which reflects the

standards of effective practice.

Curriculum Project

Inclusion of relevant misconception literature

citations, Project 2061 summary, and

professional growth opportunities in project



Evaluation Tool

Lesson Plan Develop and implement lesson plan which

reflects the standards of reflective practice

Professional Education

Unit Core Beliefs

Reflective Practice and Continuous Improvement

1. New Faculty Community of Practice data-driven

decision-making

Responsive Classroom (to global context)

1. This semester includes six training sessions of

Cognitive Acceleration due to our collaborative

work with the Winona Public Schools STEM

school as well as with Winona Area Catholic

Schools

Advocacy – For Education 1. Discuss “The Real Cost of Public Schools” from a

political context, in order to develop a professional

response to the current political climate in

Wisconsin


Documents

CHEM 311 Science Teaching Methods - Winona State University