National Association for Gifted Children
1331 H Street, NW, Suite 1001
Washington, DC 20005
(202) 785-4268
www.nagc.org
Special Topics-Science Methods - BIOL 6395
This syllabus was designed by Alicia Cotabish, Ed.D., for the National Association for Gifted Children Professional Standards Committee.
Instructor:
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Office:
Office hours: By Appointment
PREREQUISITES
None
COURSE DESCRIPTION
This course is required for science teachers seeking to complete the requirements for secondary science teaching degree. This course reviews instructional methods, curricula and materials for secondary (middle and high school) science classrooms. The purpose of this course is to equip teachers with the pedagogical skills necessary to effectively instruct all learners in the secondary science classroom. Specifically, candidates will develop and apply an understanding of field, community, and cultural resources and develop family and community partnerships in a relevant science context. Different methodologies and philosophies regarding differentiated science teaching as well as curriculum and instruction accommodations for advanced science learners will be examined, discussed and modeled. In this course, teacher candidates develop a differentiated learning unit based on the 5-E learning cycle. Candidates will utilize technology for science teaching by developing a Live Binder for science content curation and employing Vernier probes in a laboratory setting.
Conceptual Framework
The vision of the PEU at the university is one of enhancing educator efficacy through reflective decision-making. Efficacy is the belief in one’s ability to positively impact the learning of all learners, including those with diverse needs. Efficacy deteriorates to the degree educators attribute student failure to external factors, such as the students’ background, culture, parents/guardians, socioeconomic status, and the like. Educator efficacy to affect P-12 learning is enhanced when these educators demonstrate essential knowledge, skills and dispositions drawn from the eight knowledge bases that undergird our programs, illustrated in the visual above. In a synthesized and targeted way, efficacy provides a rationale for the conceptual framework. In the realm of reflective decision making, efficacy is the reason why we reflect—it represents our ownership of the learning environment and achievement of all learners. The degree to which PEU candidates demonstrate efficacy directly correlates to their attainment of the knowledge, skills, and dispositions necessary to positively impact the learning of all learners.
REQUIRED TEXT:
Bybee, R., Powell, J. C., Trowbridge, L. W. (2007). Teaching secondary school science: Strategies for developing scientific literacy (9th edition). Pearson / Merrill Prentice Hall: Columbus, OH.
Adams. C., Cotabish, A., & Ricci, M. C. (2014). Using the next generation science standards with advanced and gifted Learners. Waco, TX: Prufrock Press.
Recommended Readings
National Academy of Sciences. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: The National Academies Press.
National Academy of Sciences. (2010). Rising above the gathering storm, revisited: Rapidly approaching category 5. Washington, DC: The National Academies Press.
National Science Board (May 5, 2010). Preparing the next generation of STEM innovators:
Identifying and developing our nation’s human capital. NSB-10-33.Retrieved from http://www.nsf.gov/nsb/publications/pub_summ.jsp?ods_key=nsb1033
Pratt, H. (2007). Science education’s ‘overlooked ingredient’: Why the path to global competitiveness begins in elementary school. Retrieved from http://science.nsta.org/nstaexpress/nstaexpress_2007_10_29_ PubMed pratt.htm
Savery, J.R. (2006). Overview of problem-based learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20.
VanTassel-Baska, J. (1998). Planning science programs for high ability learners. ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved from http://www.ericdigests.org/1999-3/science.htm
RELATED STANDARDS:
A. National Association for Gifted Children
All teachers should:
1. recognize the learning differences, developmental milestones, and cognitive/affective characteristics of gifted and talented students, including those from diverse cultural and linguistic backgrounds, and identify their related academic and social-emotional needs;
2. design appropriate learning and performance modifications for individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains; and
3. select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of gifted and talented students
B. Interstate New Teacher Assessment and Support Consortium (INTASC) Standards:
Standard 2: The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.
Standard 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
C. Next Generation Science Standards (NGSS):
The Next Generation Science Standards are arranged by disciplinary core ideas across grade levels. They contain the essential ideas in the major science disciplines that all students should understand during their K-12 experience. Science and engineering practices are used to construct the performance expectations utilizing grade bands arranged at the elementary, middle, and high school levels. Lastly, crosscutting concepts apply to one or more of the performance expectations noted in the Next Generation Science Standards. Because this course is a science methods course (not delving into the content of science), the following notations are used to denote the broader application of the NGSS to the assignments found in this course:
Earth and Space Sciences (denoted as ES)
Life Sciences (denoted as LS)
Physical Sciences (denoted as PS)
Science and Engineering Practices (denoted as ETS)
COURSE OUTCOMES (GOALS AND OBJECTIVES)
Throughout the course, the middle level and high school science content required by the National Science Education Standards and the Arkansas Curriculum Frameworks will be reviewed, with special emphasis placed on utilizing inquiry-driven, hands-on methods to teach to teach this content. Special attention will also be focused on the use of technology in collecting and analyzing data in the science laboratory.
Course Outcomes:
1. Students will increase their understanding of technology integration as a tool for differentiation in articulating a concept-based science education curriculum product. (NAGC Standards, 1, 3, and 4; InTASC Standards 2 and 3; NGSS Standards ES, LS, PS, and ETS)
2. Students will be expected to read assigned literature relevant to science education and discuss, keep a reflective journal, and participate in activities related to the assigned reading. (NAGC Standards 1, 3, and 4; InTASC Standard 2; NGSS Standards ES, LS, PS, and ETS)
3. Students will research current literature related to a variety of science pedagogical methods and prepare a Live Binder for content curation. (NAGC Standards 2 and 4; InTASC Standards 2 and 3; NGSS Standards ES, LS, PS, and ETS)
4. Students will develop a differentiated 5E Science Curriculum unit which integrates other disciplines with science. Students will present the unit to their peers using Prezi. (NAGC Standards 1, 3, and 4; InTASC Standards 2 and 3; NGSS Standards ES, LS, PS, and ETS)
5. Students will develop knowledge of the terminology, materials, and differentiated approaches to teaching science in grades 6-12. (NAGC Standards 1, 3, and 4; InTASC Standards 2 and 3; NGSS Standards ES, LS, PS, and ETS)
6. Students will obtain knowledge of the newly-adopted Next Generation Science Standards. (NGSS Standards ES, LS, PS, and ETS)
7. Students will develop and apply higher order critical, creative thinking and problem solving skills through open-ended approaches in meeting specific course objectives and goals. (NAGC Standards 1, 3, and 4; InTASC Standards 2 and 3)
8. Students will engage in class discussions and assignments that require the integration of skills in content development, content delivery, and address teaching, learning, and assessments that respond to individual student needs. (NAGC Standards 1, 3, and 4; InTASC Standards 2 and 3; NGSS Standards ES, LS, PS, and ETS)
Assessment and Standards Alignment
ASSIGNMENTS TO BE ASSESSED / Course Outcomes / NAGC Standards / InTASC Standards / NGSSStandards
BIOL 6395
Conduct a Review of the NGSS / 1, 5, 6 / 3 / 2 / ES, LS, PS, ETS
Interview a Science Teacher / 5, 8 / 3 / 2, 3 / ES, LS, PS. ETS
Reflective Journal / 2, 8 / 1 / 2 / ES, LS, PS, ETS
5 E Unit / 4, 5, 6, 7, 8 / 1, 3, 4 / 2, 3 / ES, LS, PS, ETS
Live Binder / 3, 5, 7, 8 / 1, 3, 4 / 2, 3 / ES, LS, PS, ETS
STUDENT EVALUATION
1. Conduct a Review of the NGSS (170 Points Possible)
2. Interview a Science Teacher (50 Points Possible)
3. Reflective Journal (100 Points)
4. Construct a 5 E Unit (200 Points Possible)
5. Create a Live Binder (100 Points)
Total 620 Points Possible
GRADING SCALE
558-620 = A
496-557 = B
434-495 = C
333-372 = D
Below 333 = F
COURSE ASSIGNMENTS
#1: Next Generation Science Standards Review (170 Points Possible)
Instructions: You are to conduct a review of the final draft of the Next Generation Science Standards for Achieve (the organization responsible for creating the standards). In a process managed by Achieve, Inc., a non-profit education reform organization, 26 states, NSTA and AAAS are currently leading the development of Next Generation Science Standards (NGSS). The standards are available online at www.nextgenscience.org. You will complete the review document about the NGSS. Your responses should be 3 to 4 sentences in length to answer each question. You may type directly on this form when responding to the questions. Each response is worth 5 points each; there are 34 questions. There are a total of 170 points possible.
Once completed, you will upload the review into the Blackboard Assignment Drop Box.
Section I Directions: The questions in Section I require you to focus on a set of standards for your relevant grade level (either middle school or high school). You are to review all standards in your designated grade level when responding to the following questions. Please specify the set of standards you are reviewing (middle school or high school). If you refer to a specific set of standards, please note the standards code that can be found at the top of the standards page (e.g., HS-ESS2 Earth’s Systems).
Section II Directions: The following discussion questions require you to look across multiple sets of performance expectations at several different grade levels/spans. You are required to look across all Middle School (MS) and High School (HS) standards to find relevant sections and then review those sections in more detail to answer the questions.
Section III Directions: The engineering design disciplinary core ideas have been integrated into the other three core ideas. The performance expectations that have been integrated are indicated with *. For these questions, focus on a particular set of core ideas for physical, life, or earth and space sciences and review those performance expectations that are indicated with *.
Section 4 Directions: The nature of science has been included in both the practices and crosscutting concepts. For these questions, focus on a particular set of core ideas for physical, life or earth and space sciences and review those performance expectations that include nature of science ideas.
Rating Rubric
Element / Distinguished / Proficient / NoviceSection I
(85 Points) / The candidate’s response focuses on a particular set of core ideas for physical, life, or earth and space sciences and provides an adequate review of performance expectations that include three to four sentences each. / The candidate’s response somewhat focuses on a particular set of core ideas for physical, life, or earth and space sciences and provides an adequate review of performance expectations that include three to four sentences each. / The candidate’s response somewhat focuses on a particular set of core ideas for physical, life, or earth and space sciences and provides a vague review of performance expectations.
Section II
(55 points possible) / The candidate demonstrates an understanding through well-developed responses focused on performance expectations, scientific and engineering practices, disciplinary core ideas, cross cutting concepts that span multiple middle and high school standards. / The candidate demonstrates an understanding through adequate responses focused on performance expectations, scientific and engineering practices, disciplinary core ideas, cross cutting concepts that span multiple middle and high school standards. / The candidate somewhat demonstrates an understanding through responses focused on performance expectations, scientific and engineering practices, disciplinary core ideas, cross cutting concepts that span multiple middle and high school standards.
Section III
(15 points possible) / The candidates focuses on a particular set of core ideas for physical, life, or earth and space sciences and provides a well-developed review of the performance expectations that are indicated with an *. / The candidates focuses on a particular set of core ideas for physical, life, or earth and space sciences and provides an adequate review of the performance expectations that are indicated with an *. / The candidates focuses on a particular set of core ideas for physical, life, or earth and space sciences and provides a vague review of the performance expectations that are indicated with an *.
Section IV
(15 points possible) / The candidate focuses on a particular set of core ideas for physical, life or earth space science and provides a well-developed review of those performance expectations that include the nature of science ideas. / The candidate focuses on a particular set of core ideas for physical, life or earth space science and provides an adequate review of those performance expectations that include the nature of science ideas. / The candidate focuses on a particular set of core ideas for physical, life or earth space science and provides a vague review of those performance expectations that include the nature of science ideas.
#2: An Interview with a Science Teacher (50 Points Possible) Instructions:
Instructions: You are to identify a potential person currently teaching in a public or private school to interview. Once you have identified this person and asked his/her permission to interview him/her, then you are to set up a time and a place to interview him/her. This can be done at his/her school or off-site but must be in a safe and highly trafficked area. The questions have been pre-determined. You are to stick with the questions, not veering off and asking your own questions. Why? This will maintain the standardization of the interviews and the information gained through them. You may either tape record – with the person’s permission – the answers provided or you may write the words down as they are stated. If you choose to write the words down, then they must be word for word as spoken in the conversation. If you opt to tape record the conversation, then you are forced to transcribe the information. This requires you to playing the conversation back bit by bit and writing down each and every word said throughout. Once the interview has concluded, thank the person for their time and willingness to assist you in the course assignment.