General Course Information for EDC G665
Section time: 4:30-7:00 pm
Day: Wednesdays
Location of class: Wheatley/2/030-032
Office hours: One hour before each course meeting, or by appointment
Prof. Sevian's office: W/2/99-05
Phone: 617-287-7724
E-mail: hannah.sevian@umb.edu

Catalog Description
This course focuses on the teaching of science at the middle and secondary levels, based on current standards in science education. It will explore strategies that support the implementation of the standards and what this means to the "Thoughtful and Responsive Educator," addressing inquiry and experimentation as well as roles of technology in science teaching. The course will examine various approaches to teaching selected topics and core concepts in the content areas of earth and space science, life science, physical science, the history and nature of science, and science as it relates to technology and social perspectives. The course will introduce participants to resources and legal obligations pertaining to the teaching of science and will provide experience in designing standards-based lessons and assessments.

Course Relationship to the Professional Education Units (PEU) Conceptual Framework
Successful participation in the course is intended to help the "Thoughtful and Responsive Educator" make a commitment to life-long learning by developing a personal reference manual that includes Massachusetts frameworks, greatest hits lessons, a professional development plan, and information on safe laboratory practices. Teacher-candidates will practice self-reflective as well as collegial constructive criticism practices. They will also develop understandings in content, pedagogy, assessment and technology. They will prepare lesson plans that meet State Frameworks in their disciplines, and practice teaching the lessons to diverse audiences, paying particular attention to preconceptions and misconceptions that students often bring to learning science. They will develop goals in science teaching upon studying the National Science Education Standards. They will practice using appropriate interactive technology to help deliver lessons and will be prepared to demonstrate caring dispositions in promoting safe and legal laboratory practices. Finally, teacher-candidates will acquire and maintain the practices of caring, collaboration, reflection and social justice by modeling and promoting respectful and productive classroom practices.

Objectives of the Course

This is a Core II course in secondary education in which the "Thoughtful and Responsive Educator" will:

1. Become familiar with local resources, professional organizations and journals relevant to teaching secondary science.
2. Use journal articles and internet resources in planning lessons.
3. Become conversant in the National Science Education Standards and the State content standards for particular science disciplines.
4. Increase awareness of the standards of science teaching, develop a personal philosophy of teaching science, with basis in the National Science Education Standards and the State Frameworks, and develop a professional development plan.
5. Develop inquiry-based science lessons using the constructivist inquiry cycle and the learning cycle (5 or 7E model), and practice research-based instructional strategies in science that increase student achievement.
6. Become aware of safety concerns and measures in the science laboratory.
7. Observe and analyze teaching to develop skills for communicating science effectively, including asking effective questions, with particular emphasis on teaching science in urban settings.
8. Pinpoint common preconceptions and misconceptions students bring to learning and develop strategies to build upon prior learning and combat misconceptions.
9. Critically analyze appropriate usage of technology in aiding the learning of science.
10. Adapt science lessons for learners with special needs.
11. Design assessments for science-by-inquiry lessons, and analyze assessment data to make instructional decisions.
12. Use advances in the sciences of thinking and learning to improve instruction.

Prerequisites
EDC-G660 or consent of instructor

Required Texts

• Llewellyn, Douglas. Inquire Within . (Thousand Oaks, CA: Corwin Press, 2002).
• Students are required to obtain a copy of the current Massachusetts State Frameworks "Science and Technology/Engineering," May, 2001, which can be downloaded from the Massachusetts DOE website or purchased from the State Bookstore.
• Recommended Text (available at the Reserve Desk in Healey Library): Driver, Rosalind et al. Making Sense of Secondary Science: Research into Children's Ideas (London: Routledge-Falmer, 1994). You will be reading chapter 1, about students' misconceptions in learning science (available from electronic reserve at Healey Library - department is EDC, course is 665 - get password from Prof. Sevian in class). You may wish to read more about misconceptions in specific disciplines of science, research on which is well-documented and explained in this book.

Pre-practicum Requirements
Students will fulfill 5 hours of pre-practicum work via Assignments 2 and 4.

Science Lessons Reference Binder
Every student will develop a binder of reference materials over the course of the semester. Obtain a heavy-duty three-ring binder, minimum 2" spine, and at least five notebook dividers. Make your name clearly visible on the outside of the binder. Label four sections on notebook dividers:
- Massachusetts Science/Technology Frameworks,
- Greatest Hits Lessons (will include your A3 and A5, and summary handouts from other class members),
- Resources in the Boston Area, and
- Safety in the Science Lab (will include your printout of "Science & Safety: Making the Connection").
You will bring this reference binder to class toward the end of the semester to be checked. This is worth 10% of your grade for this course.