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Florida International University Project Report 2008

Appendix 1. PHY 3993 Science Education Theory & Practice Syllabus

PHY 3993: Seminar in Physics Education: Science Educational Theory and Practice

Course Description

The course will touch on theoretical issues such as conceptual development, conceptual change, collaborative learning, technology in education, and students’ conceptions of various topics in physics, as well as practical issues encountered in facilitating learning, managing the classroom, formative and summative assessment, and differentiating instruction in a collaborative environment. This is a seminar course where students are responsible for weekly readings (in lieu of a course textbook), in-class discussions, reflection papers and project presentations all based on the Learning Assistant placements.

Prerequisite: Permission of the instructor.

Instructors

Laird Kramer, PhD 305-348-6073 e-mail: Laird.Kramer@fiu.edu CP 211

Eric Brewe, PhD 305-348-3507 e-mail: Eric.Brewe@fiu.edu ZEB 259 A

Leanne Wells 305-348-9305 e-mail: Leanne.Wells@fiu.edu VH 168

 

COURSE ORGANIZATION AND REQUIREMENTS

This course is a seminar, and its success will depend on the active participation of all members in helping to shape its ultimate content and relevance. Our primary activity will be in-depth discussions of course topics and readings. Requirements include the following:

1. Class discussion/participation/Journals. Class members are expected to contribute to class discussions. The purpose of these discussions is to help us as individuals, and as a group, develop meaningful interpretations of the ideas conveyed by the readings and to make connections to the Learning Assistant teaching experience. To help prepare for discussion, I encourage you to form study groups to talk about questions or issues you have about the readings. Additionally, at the end of each class period you are expected to write a paragraph or two just to reflect on the discussions that took place that day. You will be given 5-10 minutes at the end of each class period to jot down your thinking. Turn them in before you leave class.
2. Short Article and Teaching Reflection Papers. For two class sessions during the semester, you are required to turn in a (two-page, double-spaced, 12 pt. font, reasonably margined) reflective paper on the readings for the week that includes the following:
   1. A summary of the central issue(s) or argument(s) contained in the readings. (If there are several readings by different authors, it is not necessary to analyze each individual reading separately. It is more appropriate to write a narrative that weaves together the central issues or arguments. Take the information from one article and compare/contrast it with the information from the others if possible.)
   2. Analyses of how these issues are connected to each other and to other readings.
   3. A discussion of the relationship of the issues/topics and your teaching experiences as a Learning Assistant.
3. One reflection is due by 21 February; the other is due by 10 April. Although you are expected to turn in only 2 reflections, it may be beneficial to you to keep a journal of your article reflections each week.
4. Weekly Teaching and Reflections on LA Teaching Each student is expected to spend approximately 10 hours per week working with undergraduate mathematics and science students in collaborative, learner-centered, technology-enhanced environments. Each class member is expected to log a web-based reflection on his or her teaching and on student learning by 5:00 PM each Monday. You can find the online reflection forms. You cannot pass the course if you do not complete your weekly online teaching reflections.
5. Weekly meetings with Lead Faculty in Mathematics and Science to Plan Each week you are responsible for meeting with your lead faculty member and the other Learning Assistants in your department (sometimes including the graduate TAs) to plan and reflect on instruction and to discuss student achievement. You cannot pass the course if you fail to meet with your lead instructor each week (with allowances for necessary absences).
6. Final Project The purpose of this project is for you to apply and synthesize what you have learned related to teaching, learning, mathematics, technology, science, and students. You will develop a poster presentation that describes your current beliefs about student learning and the appropriate teaching that facilitates that learning. The aspects of teaching and learning you identify should reference sources in the literature and your experiences as a Learning Assistant. Since each presentation will address different FDE Performance-Based Standards for teachers, we anticipate that we will get a full review of the course content, your experiences, and connections as you visit and discuss the posters of your peers.

Grading:

Participation	25%
Article Reflections	25%
Web Reflections	25%
Final Project	25%

Course Outline / Reading List

Week / Date	Topic	Reading (have read by this day)
1 January 10	Open (divergent) vs Closed (convergent) Questions Equity, Gender and Sexual Harassment Training	-
2 January 17	Discussion Techniques and Questioning Strategies: Dialogic versus Univocal; Formative Assessment	Knuth and Peressini (2001). Unpacking the Nature of Discourse in Mathematics Classrooms. Mathematics Teaching in the Middle School, 6(5) pp. 320-325.
3 January 24	Learning Theory and Cognitive Science in Mathematics and Science Education; Formative Assessment	Redish, E. (1994), Implications of cognitive studies for teaching physics; American Journal of Physics, (62) 9.
4 January 31	Questioning and Discussion and Managing the Cooperative Classroom	Trowbridge, Bybee, Powell (2000). Questioning and Discussion, Prentice Hall, Chapter 12.
5 February 7	Student Epistemology its effects on learning strategies; Instructor impact on student epistemology	Hammer, D. (1994), Epistemological beliefs in introductory physics; Cognition and Instruction, (12) 2.
6 February 14	Learning Cycles in Mathematics and Science	Lawson, A.E., Renner, J.W. (1975), Piagetian theory and biology teaching; American Biology Teacher, (37) 6.
7 February 21	Metacognition and Argumentation	Schoenfeld, A. (1987). What’s All the Fuss About Metacognition?, In A. Schoenfeld (Ed.) Cognitive Science and Mathematics Education, Hillsdale, N.J. : Lawrence Erlbaum Associates, 189-215. Jimenez-Aleixandre, M., Rodrigues, A., Duschl, R. (2000). “Doing the Lesson” or “Doing Science”: Argument in High School Genetics, Science Education, 84 757-792.
8 February 29	Self-Explanations and Tutoring: The Collaborative Construction of Knowledge	Chi, M.H. (1996). Constructing Self-Explanations and Scaffolded Explanations in Tutoring, Applied Cognitive Psychology 10, S33-S49. VanLehn, K., Siler, S., and Murray, C. (2003). Why Do Only Some Events Course Learning During Human Tutoring? Cognition and Instruction, 21(3), 209-249. Chi, M.H., Siler, S. and Jeong, H. (2004). Can Tutors Monitor Students’ Understanding Accurately? Cognition and Instruction, 22(3), 363-387.
9 March 6	Multiple Intelligences, Student Differences and Differentiated Instruction	Tomlinson, C.A. (1999), The Differentiated Classroom, Washington D.C.: ASCD. Armstrong, T. (2000). MI and Cognitive Skills. In Multiple Intelligences in the Classroom 2nd Ed. ASCD.
10 March 13	Cooperative Learning and The Nature of Science/The Nature of Mathematics	Johnson, D.W., Johnson, R.T. (1999), Making cooperative learning work; Theory into Practice, (38) 2. Johnson, D.W., Johnson, R.T., Smith, K.A. (1998), Cooperative learning returns to college; Change (98) 4. Lederman, N.G. (1998), The state of science education: Subject matter without context; Electronic Journal of Science, (3) 2
11 March 27	Teaching with Technology; Technology and Student-Centered Instruction	Hooper, S., Rieber, L.P. (1995), Teaching with technology. In A.C. Ornstein (Ed.), Teaching: Theory into Practice, (pp. 154-170). Needham Heights, MA: Allyn and Bacon.
12 April 3	Recruitment Open House	You will be present to speak with LA recruits about your experiences teaching.
13 April 10	The development of student conceptions from K-12 and the NRC Standards and AAAS Benchmarks; Summative Assessment and Learning Gains	Investigate the AAAS Project 2061 Website and the NRC National Science education standards website
14 April 17	Qualities of effective teaching	Stronge, J.H., (2002), Qualities of Effective Teachers; Washington D.C.: ASCD.
15 April 27	Poster Session	Final Poster Projects