Professor:  Dr. J. Randy McGinnis         Class Hours:  W 1- 2:50 pm
      Office:  2226M Benjamin                   Office Hours: W  3 - 4 pm
      e-mail: jm250@umail.umd.edu               or by appointment
      Telephone: 405-6234

Welcome to an exciting semester of learning how to teach science to elementary students! Throughout this semester you will be involved in cooperative and independent activities both on campus and in an elementary school that will enable you to become a confident, competent, and motivating teacher of science.

Course Materials:

A. Required
1. Barba, R. (1995). Science in the multicultural classroom. Boston: Allyn and Bacon.
   
2. Chaille, C. & Britain, L. (1991). The young child as scientist: A constructivist approach to early childhood education. New York: Harper Collins Publishers.
   
3. Readings on reserve in the Curriculum Laboratory, O220 Benjamin.
   
B. Optional (on reserve in Hornbank under instructorÕs name)
Jacobson, W.J. & Bergman, A.B. (1991). Science for children (3rd Ed.). New Jersey: Englewood Cliffs.

• Knowledge of curriculum: The scope and sequence of programs and materials designed for teaching elementary science.
• Knowledge of learners: Information about/or characteristics of individuals and groups learning science in elementary contexts.
• Knowledge of educational goals and assessment: Identification of instructional objectives, methods of monitoring and adjusting instruction, and the evaluation of student progress.
• Knowledge of social contexts: An understanding of how classroom, school goals, and learning fit into the issue of community culture, values and the realities of the outside world.
• Knowledge of pedagogy: The strategies, techniques, models and theories of teaching and learning elementary science.
• Knowledge of content: The facts, concepts, and structures within science that guide inquiry in elementary science instruction.

1. Describe goals and assessment for science instruction that you consider reasonable expectations for elementary children (Knowledge of educational goals and assessment)
2. Recognize the diversity present in school populations and use that diversity to enhance the instruction of science (Knowledge of learners).
3. Plan and teach inquiry based science content lessons ( Knowledge of pedagogy; Knowledge of content).
4. Demonstrate skills in planning appropriate science instruction for young children in specific social contexts (Knowledge of curriculum; Knowledge of social contexts)
5. Demonstrate the ability to apply scientific methods of thought in solving problems in everyday life by:
   (a) distinguishing observation from inference
   (b) constructing procedures using process skills for verifying hunches about a problem, and
   (c) describing evidence-based solutions to problems ( Knowledge of pedagogy; Knowledge of content).

• be an active participant in class discussions and activities
• read and reflect critically on assigned readings
• collaborate with colleagues regarding teaching and learning
• share resources, readings, and thoughts
• complete assigned tasks to the best of your ability
• communicate expectations, frustrations, and ideas
• put as much into this course as you expect to get out of it!

Your participation is a vital aspect of this course. Now is the time in your professional development to work on your attendance and promptness. Please contact me ahead of time if there exists a conflict between class meeting times and other commitments.

Note: If you anticipate any absences due to religious observance, please provide advance notice so that make-up times can be arranged.

Course Assignments:

1. Journal Writing
Throughout the semester, you are asked to keep a weekly journal in which you regularly record your thoughts and feelings associated with teaching/learning science appropriate for elementary students. At least one journal entry per week (identified by date) is required. To assist you in this assignment, some weeks you will have structured questions on which to comment. This journal will be shared twice throughout the semester with a "journal partner" who will be responsible for adding an entry to your journal commenting on your reflections. The journal will be included in your portfolio.

2. Peer Conversations About Teaching/Learning Science
The purpose of these small peer group, cooperative teaching experiences is to help you develop confidence and experience in teaching topics in science with science equipment before you attempt them with children in schools. It also is an opportunity to create a class resource unit of science lesson plans that you can use throughout your career. Two times this semester, you will teach science activities that you find in science teacher journals or from other sources. You will be expected to adapt the activities you find with ideas that we discuss in this class (e.g. integrates the science activity with other subject and makes an effort to be inclusive). A lesson plan is due on the day you are scheduled to teach. At the end of your lesson, you will have an opportunity to engage in a short conversation with your peers on the lesson. A write-up reflecting on the experience will be turned in for review.

3. Science And Mathematics Teaching Survey
You are to survey your elementary classroom and school to determine the extent materials and opportunities exist for you to teach science and mathematics in that environment. This survey should include your observations and informal interviews with personnel at the school. Prepare a concise two-paged, typed evaluation that identifies:

(a) the factors you perceive as supportive of teaching science and mathematics
(b) the factors you perceive as constraints of teaching science and mathematics
(c) your ideas to promote the teaching of science and mathematics in that environment.

5. Conducting Research, Designing a Learning Experience, Engaging Students in an Experience in Doing Science, and Assessing Learning
Early in the semester, consult with your cooperating teacher and select a science topic or process that your cooperating teacher will allow you to teach near the end of this semester with a small group of children. Prepare yourself to do this through reflecting upon your own experiences in learning about this topic or process, reviewing relevant literature, and facilitating a conversation with your peers about this topic or process as described for Assignment #2.

Then, write a typed commentary (approximately 3-pages in length) that:

a) summarizes scientific views of your topic (provide citations)
b) describes the background of the students you interviewed
c) includes the protocol you used to interview the students
d) presents a concept map that represents your interpretation of the students' responses
e) summarizes your interpretation of the student's initial thinking according to the evidence obtained during the interviews and depicted in the concept map

a) articulates ways in which your plans were influenced by learning about students initial thinking through the interviews

b) includes your lesson plan

c) comments upon issues related to differences in gender, race, socio-economic status, need for special assistance, etc.

d) assesses your students' learning and your teaching/learning

Evaluation
Your instructor will provide written feedback at intervals throughout the course based on the quality of your contributions in class and the thoughtfulness of your written work. Your instructor will also take into account your own assessment of your professional development in science teaching/learning. In addition, your instructor will invite you to provide written feedback about the course at intervals throughout the semester.

Percentage breakdown:

Assignments

1. Science and Mathematics Teaching Survey (10%)
2. Peer Conversations About Teaching/Learning Science (5% each)
3. Chesapeake Bay Unit (25%)
4. Conducting Research, Designing a Learning Experience, Engaging Students in an Experience in Doing Science, and Assessing Learning
   Part A (15%)
   Part B (15%)
5. Final Assessment
   Final commentary (10%)
   Portfolio (includes journal) (15%)

Note: If you have a documented disability and wish to discuss academic accommodations with me, please contact me as soon as possible.

Dr. R. McGinnis
EDCI 372 A

9/13
The nature of science and science teaching
The fair test/ the learning cycle
Due: Reading #3: The Learning Cycle
Due: Reading #4: Science in the elementary school
Barba: Chapter 3, pp. 52-69

9/20
Science process skills
Discrepant events/ safety
Reading #5: The processes in science
Reading #6: Early adolescence: Using consumer....
Reading #7: Classroom demonstrations
Reading #8: The collapsing aluminum can
Barba: Chapter 9, pp. 214-255

9/27
First Hour: Elementary sciencing: physical science
Reading # 9: Magnetic fields and conceptual change
Second Hour: Social Contextual Factors in Science Teaching
Barba: Chapter 12 (portion): pp.355-359

10/4/
First Hour: Alternative conceptions Reading #11: The Earth is round? You've got to be kidding?
Second Hour: The Science Unit (Chesapeake Bay Environmental Study)

10/11
First Hour: Elementary sciencing: life science
Second Hour: Integrating science and reading/ language arts
Reading # 10: Leafing it to your imagination
Barba: Chapter 12 (portion): pp.295-30310/18 Constructivism and science education: Part One
Chaille & Britain: Chapters 1-4

10/25
First Hour: Elementary sciencing: earth/space science
Second Hour: Constructivism and science education: Part Two
Chaille & Britain: Chapters 5-8

11/1
Modeling the Integration of science with mathematics and instruction for all: An Earful Investigation (Part One)
Barba: Chapter 11 (portion): pp. 276-285

11/8
Modeling the Integration of science with mathematics and instruction for all: An Earful Investigation (Part Two)
Barba: Chapter 1, pp. 1-21

11/15
Performance-based assessment in science education
Barba: Chapter 6 (portion): pp. 122-148

11/22
Outdoor elementary science education

11/29
Week in the Schools

12/6
Technology in elementary science
(Science-Technology-Society (STS))
Barba: Chapter 10 (portion): 256-273; Chapter 13, pp.320-333

12/14
Final Exam (9:00am -11 am, rm. 2212)

Dr. R. McGinnis
EDCI 372 A

Journal writing:                            10/11;  11/1
Science and Mathematics teaching survey:    9/27
Peer Conversations (pick two out of three): 9/27;10/11;10/25	
Chesapeake Bay Unit:                        11/15
Instruction and assessment experience:      11/22	
Final Exercise, Portfolio:                  12/14