ST. PETERSBURG COLLEGE

COLLEGE OF EDUCATION

"Preparing students to serve as effective, reflective and caring teachers."

COURSE SYLLABUS

BSC 4032

Issues & Challenges in Science Education

This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Course Prefix: / BSC 4032
Section #: / 3610
Credit Hours: / 2
Co-requisites:
Pre-requisites: / Admission to: MGSED-BS or BSCED-BS
Day, Time and Campus: / Monday / 2:00 – 3:40 / Clearwater
Modality: / Face to Face
Professor: / Meg Delgato
Office Hours: / Mondays 1:00 – 2:00 / NM 220
Office Location: / Clearwater / Click here to enter text.
Office Phone: / 727-341-4422
Email Address: /

ACADEMIC DEPARTMENT: College of Education

Dean: / Kimberly Hartman, Ph.D.
Office Location & Number: / Tarpon Springs / BB 101

Welcome to class! I am excited to work with you this semester. Please let me know at any time if you have questions or concerns – I am here to help you find success.

I. COURSE DESCRIPTION

This course is designed to address the challenge of transforming Florida State Standards into a cohesive plan for instruction in middle school and secondary science classrooms. Activities in this course will strengthen the student's ability to plan for scaffolding and articulation of content lessons and student activities and assessment. Topics addressed include the history of science curriculum reform, the impact of public policy on teaching and assessment, and instructional strategies that promote high student achievement. Students will explore the use of controversy in the classroom as a means of increasing engagement and interest in the classroom. This course addresses specific pedagogy pertinent to science education and required for certification.

II.  MAJOR LEARNING OUTCOMES

1. The student will discuss strategies for transforming the State Science standards into comprehensive unit
lesson plans and individual practices that promote science literacy for middle and secondary school students
by:
a. evaluating selected packaged units from state and national learning data bases to determine alignment to Florida
Standards.
b. constructing a comprehensive unit of instruction based on Florida standards.
c. elaborating on instructional strategies for teaching and assessing student learning for students in a secondary or
middle school science class.
2. The student will evaluate the history of science education reform in the United States by:
a. relating the impact of changes in educational policy on school based instruction.
b. identifying the impact of educational policy on teacher credentialing and professional development.
c. comparing and contrasting teacher expectations and educational requirements over the past 50 years.
3. The student will evaluate strategies for improving students’ abilities for critical thinking in science by:
a. analyzing instructional strategies that promote active, student centered, independent learning.
b. creating a web quest for use in the secondary or middle school classroom.
c. presenting a plan for implementing a lesson designed to provide students with the opportunity to develop critical
thinking skills.
4. The student will investigate current controversial issues in science and the possible impact these issues
may have on the public perception of science, and on student motivation to study science by:
a. evaluating fiction, T.V. and contemporary films for use in generating interest in science.
b. designing a unit of instruction for student directed inquiry on a selected contemporary issue.
5. The student will compare and contrast best practices for improving science achievement among student
populations who have been under represented in science fields by:
a. describing current research on the impact of gender on science achievement.
b. describing current research on the impact of cultural bias on science achievement.
c. describing current research on best practice for inclusion teaching for the learning disabled and science
achievement.

III.  REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A.  Required Textbooks

Textbook(s) / Required : Required : Membership in NSTA is REQUIRED. Bring Proof of membership to class.
National Science standards:
http://nextgenscience.org/next-generation-science-standards
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
PAPERBACK http://www.nap.edu/openbook.php?record_id=13165
(or you may want to download the NGSS value pack as it also included a valuable resources:
http://www.nap.edu/catalog/18819/next-generation-science-standards-resource-value-pack
all of these are free resources)
Recommended :

Students using eBooks must have access to the eBooks during class sessions.

B.  Supplemental Material

Resources:
Materials:
Library: / http://www.spcollege.edu/libraries/

C.  Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)

D.  Supplies

IV.  COURSE REQUIREMENTS & EXPECTATIONS

A.  School Based Hours Course Requirements

This course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.

Class expectations: This class serves students who are working teachers, students in the 4 year bachelor program, and students in the educator preparatory program. I am a firm believer in treating my students as the working professionals they are, or are about to become. My expectation is that you each have much to contribute to the learning environment of our course and I look forward to your active participation.
Please recognize that this is a small class, and your presence and contribution is both needed and expected. We only meet once a week, and attendance is mandatory. We may move to a one meeting every other week, with alternating online discussion – at that point, attendance is even more critical. The COE policy on attendance is that if you miss more than one class period, I am to reduce your class grade by one letter. Please hold onto your “allowed” absence and use it for when you really have an emergency or are too ill to be in class. (This is also the expectation on how working teachers are to use sick leave).

B.  ALL Course Assignments

Required Assessments
1.  STS Unit Plan: Plan for a 1-2 week instruction lesson on a controversial topic to be used in BSC 4032 . Include a collection of references and to scientifically sound information content on the topic. This will include a student handout, bibliography, and a grading rubric. (FEAP 4.2)
Directions:
Plan a one week instructional unit on a controversial topic. You will be presenting your unit in class to your peers, and providing resources for them to use.
Provide the following:
1.  Calendar for instruction and student activities
2.  Narrative: The student has provided a framework that permits the reader to connections and sequence, and provides evidence that learning will scaffold and build to a robust understanding of the unit
3.  Handouts for students
4.  Reference materials and or links for students and instructors
5.  Description of what the k12 students would produce for grading
6.  Grading tool for evaluating student achievement
7.  PowerPoint (see below)
·  Be prepared to lead a class discussion on the topic, and to identify class activities that would be part of the unit if used in a K 6-12 setting. You will be expected to provide PowerPoint to communicate the basics of your unit of study, and links or a web page to provide resources that can be used by your peers if they decide to conduct this unit.
2.  Unit Plan: This will be a comprehensive unit of study for a middle school or high school science class. It should follow the guidelines identified by the national board of professional teachers for teaching pedagogy and content standards. This unit should demonstrate that the student understands the need for science to be contextual, and to relate to the real world experiences of the k12 students, and to multiple content areas. (FEAP 8.2, 10.2, 11.3; Middle Grades - AE 9)
Your unit plan must include:
a.  Calendar showing the basic activity and topic for a minimum time period of 4-6 weeks needed to have students develop a comprehensive mastery of the content unit.
b.  A substantial collection of instructional materials that you have gathered to support instruction. Please give credit for where you have obtained your worksheets, handouts, labs, as well as materials you have developed
c.  Reference materials that includes supplemental readings and web sites for students and instructors
d.  A minimum of one COE lesson plan that details how you would conduct instruction for one or more of the days listed in your calendar.
e.  A student activity that provides for independent or group work with a detailed grading rubric to evaluate k12 student achievement.
3.  Literature based review paper: Challenges presented by NCLB in meeting the Achievement needs for diverse populations. The paper should include the identification of teaching/learning strategies that have been shown to promote engagement and achievement in diverse populations. Included a discussion of types of materials that that can be used that are culturally and linguistically supportive. The paper should be a minimum of 1,000 words, and include citations (FEAP 5.2)
4.  Collection of Journal Articles: Related to teaching strategies that meet the needs of diverse student populations. (Middle Grades - AE 11)
5.  Exam: The exam will be a comprehensive essay based exam that requires students to demonstrate an understanding of the big picture for science content, the nature of science, and a meaning of science literacy for all Americans. The exam will include topics on the standards in science education and science content, and science technology and society issues including contemporary environmental, medical, and technology related developments that affect society and human health. (FSAC - Secondary 2.2; FSAC – Middle 5.4, 8.1-8.4; 9.4-9.10)
REFER TO GRADE MATRIX FOR POINT VALUES OF ASSIGNMENTS

* Assignments labeled with an (*) denote required assignments that must be passed at 75%.

UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.

For courses with lesson planning:

Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.

V.  SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

A.  COE SYLLABUS STATEMENTS

https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

B.  SPC Syllabus Statements

http://www.spcollege.edu/addendum/

Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.

VI.  CALENDAR AND TOPICAL OUTLINE

Topics for class / Notice the one week lag between reading topic and class topic. Come to class ready to be active in discussion. This is not the class to be passive in !!!
Week 1
8/15 / Introduction, Class expectations, FEAPS, Chalk and Wire.
A look at the past 50 years, What are we teaching and why?
A look at the National Standards and at Florida’s Next Generation Standards / Bring proof of NSTA membership for next week.
Read for next week:
Framework – read summary and part 1 (pp 1 – 38)
#1 Vaille, Dawson Addressing Controversial Issues in Secondary Science. Australian Science Teachers Journal v47 n4 p38-40,42-44 Nov 200
Topics / Readings
Week 2
8/22 / The drive and politics of national standards.
History of STS
Use of controversial topics. / Read for next class:
Framework, Dimension 1: Scientific and Engineering Practice (pp 41 – 82)
Cannard, K. Embracing controversy in the classroom. Science Scope v. 28 no. 8 (Summer 2005 p 14-17.)
Making sense of safety. The Science Teacher v. 72 no. 6
(September 2005) p. 30-3
Week 3
8/29 / Understanding and using Inquiry
Safety in the science classroom, liability and professional responsibility.
Professional development: what it is, where you actually find it & what the expectations are for teacher growth
Rewards and pitfalls of controversy in the classroom / Read for Next Class:
Framework – read pp 241 – 276
NBPTS Standard II: Knowledge of Science
# 5 Doran, Rodney, F. ,Chan, P. Tamir, Carol Lenhardt. Science educators Guide to Laboratory Assessment.
Framework – Dimension 3: Physical Sciences
#14 Bill Robertson paper: How much overlap is there across science disciplines?
NBPTS Standard IV: Assessment
Week 4
9/5 / No formal class meeting – SPC closed
Topics / Readings
Week 5
9/12 / Assessment in science education; content and inquiry.
Summative and formative data.
Handling of data, summative and formative assessment & accountability
Understanding articulated curriculum
Comparing different levels of standards, understanding goals objectives and focus questions