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Course Details

 

Course Details

Course Code: EDUC542 Course ID: 2800 Credit Hours: 3 Level: Graduate

The course explores the objectives, methods, and instruction of elementary school science. It examines research related to elementary school science/STEAM instruction with emphasis on innovative science programs. Students, or candidates, will evaluate teaching science to elementary school children with an emphasis on science education trends, science curricular materials, and techniques applicable in the teaching of science in the elementary school. Topics include NGSS, diversity, inquiry instruction, integrating the arts and other subjects, quality children’s literature in the discipline, and various instructional models for planning and teaching science.

Course Schedule

Registration Dates Course Dates Start Month Session Weeks
06/28/2022 - 12/02/2022 12/05/2022 - 03/26/2023 December Fall 2022 Session C 16 Week session

Current Syllabi

After successfully completing this course, students will:

1. Analyze recent trends in science education policy and goals. (WVPTs 1A ;CAEP 1.1; NSTA 1a)
2. Evaluate the compatibility between science studies (history, philosophy, and sociology of science), constructivist learning theory, and practices that promote science literacy. (WVPTS 1B; CAEP 1.1; NSTA 1a)
3. Evaluate a range of curricular approaches available to elementary science educators, including environmental, STS, inquiry, and interdisciplinary curricula. (WVPTs 1B; CAEP.1.1; NSTA 3a)
4. Create science lessons and units that are developmentally appropriate and sensitive to the needs, values, and interests of a diverse group of students. WVPTs 2A; CAEP 1.1; NSTA 2a).
5. Create assessment plans that are compatible with teaching goals and methods and that allow for multiple ways of representing knowledge. (WVPTS 1E; CAEP 1.1; NSTA 3c).
6. Apply diagnostic observation skills, instructional strategies, and classroom management techniques to promote science learning in small group or whole-class settings. (WVPTs 2B; CAEP 1.1; NSTA 3a).
7. Apply multimedia technologies and trade books to support meaningful learning. (WVPTs1D; CAEP 1.1; NSTA 2b).
8. Apply rules and procedures that ensure the physical safety of children. (WVPTs 2F; CAEP 1.1; NSTA 3d).
9. Apply STEAM (STEM + the Arts) approaches and resources to lesson planning.(WVPTs 1A; CAEP 1.1; NSTA 1b)
10. Analyze the role of reflection in professional development and lifelong learning. (WVPTs 4C; CAEP 1.1; NSTA 6a).

Lab Reports
Throughout the term you will complete science experiments. For each experiment you will complete a lab report. The lab report rubric, posted in the assignment area of the course, will be used to assess each lab report. Please use the rubric as a guide for your lab report.

Forum Postings
Each week includes required forum discussions about content and/or lab activities. Topics addressed will relate lab activities to classroom praxis. You are expected to actively engage in these activities and acquire a philosophical and practical understanding of effective inquiry based elementary science methods. The forum discussion rubric, posted in the forum area of the course, will be used to assess discussion postings and interactions.

Major Activities, Midterm, and Final Project
You will be required to engage in some activities related to the development and analysis of lesson plans and topics related to teaching science. Lesson plans should clearly address the application of a theory of your choice germane to the content of this course that can be gainfully explored within the inquiry framework of science education for elementary students. The lesson plan should become part of your program/professional portfolio. Rubrics are provided in the assignment area of the course In addition, the professor may return lesson plans to students asking for more information or clarification prior to final grading as lesson plans and some key assignments require satisfactory mastery in order to meet state and national expectations, program requirements, etc.

Activities:
Week 3 – Inquiry Lesson Analysis
Week 4 – Teaching Science
Week 6 – Safety Brochure
Week 10 – Lesson Modifications Activity
Week 11 – Diversity Analysis
Week 13 – Science Literacy Activity

Midterm Assessment – Science Lesson Plan
The midterm assessment requires creating a lesson plan related to course topics studied during the first half of the course. For your midterm, develop an elementary science lesson plan on one of the topics (i.e. life science) covered thus far in the course. If you select a lower grade (K-2nd) for this midterm, you will need to select an upper grade (3rd-6th) for the final lesson unit. If you select 3rd -6th for this midterm, you will need to select K-2nd for your final lesson unit. A template, rubric and guiding questions are provided in the Assignments area of the course.


Final Assessment – Science Mini Unit
The final assessment will consist of developing a mini lesson plan unit related to one or more science areas covered during the last half of the course (i.e. earth science). The mini unit should include 1-3 elementary science experiments. Lessons should include children’s literature, technology, and all aspects required by the template provided. The mini unit should include at least 3 lessons created by you. The mini unit should cover 3-5 days of science instruction time.

In this course, as in all others in your program, document important milestones of achievement as evidence of your learning and experience in the school community and as a graduate learner. In addition to important professional projects or artifacts, a narrative - also called a reflection - describes who, what, why, where, and when and will supplement the artifacts. An artifact can be a lesson plan, a PowerPoint presentation or other media that provide a record of your K-12 involvement. Please give special attention to issues and experiences with a diverse population, to include students at risk, English language learners, students with special needs or learning disabilities, and students and professionals who represent different ethnic groups. This documentation will be added to your ePortfolio throughout the program.
To ensure the portfolio’s success, ask faculty members in the program to help you identify strong pieces of work that represent and document your journey as a professional educator.

The success of this course depends on our ability to have read the assigned readings closely, to have thought carefully about the points raised or ignored by authors, and to bring to the group your questions and concerns about their theses and positions into the discussions groups. Having prepared the readings prior to class ensures your productive participation.


In all participation and assignments I am looking for evidence of:
• demonstration of substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and processes learned/read/discussed;
• critical contemplation, i.e., "grapple" with issues and topics;
• appropriate use of knowledge learned;
• imaginative thinking and responses to challenges/problems/issues;
• exploring underlying assumptions about education and schooling;
• clarity of expression and logical connection among ideas expressed;
• writing that reflects precise and concise thinking;
• excellent grammar, syntax, and spelling.

After successfully completing this course, students will:

1. Analyze recent trends in science education policy and goals. (WVPTs 1A ;CAEP 1.1; NSTA 1a)
2. Evaluate the compatibility between science studies (history, philosophy, and sociology of science), constructivist learning theory, and practices that promote science literacy. (WVPTS 1B; CAEP 1.1; NSTA 1a)
3. Evaluate a range of curricular approaches available to elementary science educators, including environmental, STS, inquiry, and interdisciplinary curricula. (WVPTs 1B; CAEP.1.1; NSTA 3a)
4. Create science lessons and units that are developmentally appropriate and sensitive to the needs, values, and interests of a diverse group of students. WVPTs 2A; CAEP 1.1; NSTA 2a).
5. Create assessment plans that are compatible with teaching goals and methods and that allow for multiple ways of representing knowledge. (WVPTS 1E; CAEP 1.1; NSTA 3c).
6. Apply diagnostic observation skills, instructional strategies, and classroom management techniques to promote science learning in small group or whole-class settings. (WVPTs 2B; CAEP 1.1; NSTA 3a).
7. Apply multimedia technologies and trade books to support meaningful learning. (WVPTs1D; CAEP 1.1; NSTA 2b).
8. Apply rules and procedures that ensure the physical safety of children. (WVPTs 2F; CAEP 1.1; NSTA 3d).
9. Apply STEAM (STEM + the Arts) approaches and resources to lesson planning.(WVPTs 1A; CAEP 1.1; NSTA 1b)
10. Analyze the role of reflection in professional development and lifelong learning. (WVPTs 4C; CAEP 1.1; NSTA 6a).

Book Title:Melvin & Muffin: Physics on the Playground: (Exploring Newton's 3rd Law) Vol. 1
ISBN:9781722244392
Publication Info:CreateSpace Independent Publishing Platform
Author:Tate, K.J.
Unit Cost:$14.99
 

Previous Syllabi

Not current for future courses.