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 Science and Technology Education for
Elementary School Teaching

South Option, OISE/UT
2000-2001

Course Instructor:

Sandra McEwan

 Introduction

Welcome to this Methods course for teaching science and technology in elementary schools. It is intended to help beginning teachers to develop their understanding of science and technology and to explore various teaching approaches to help students learn more effectively. The course will include components enabling teachers to work toward the five "Standards of Practice for the Teaching Profession" of the College of Teachers (1999).

Course Aims and Objectives

This course will provide teacher candidates with the opportunity to develop knowledge and competency:

a) in the interpretation and application of the Ministry of Education and Training guidelines "The Ontario Curriculum Grades 1-8: Science and Technology" to help organize and plan science lessons;

b) in understanding basic Science/Technology concepts and skills;

c) in developing activities and effective teaching strategies using expectations;

d) in locating appropriate learning resources within the school system, the community, collaborative partnerships, or in the world wide web in support of their instructional activities;

e) in establishing cross-curricular connections between science and other subject areas;

f) in appropriately integrating the use of educational technology;

g) in modifying the program to meet the needs of exceptional students;

h) in discussing current research and theory as it applies to Science Education;

i) in evaluating student learning and program effectiveness;

j) in developing confidence as instructors of elementary science.

 

Course Outline

1. Introduction: course overview including assignments and evaluation; Ministry of Education and Training, The Ontario Curriculum Grades 1-8 Science and Technology; Circular 14 textbooks and other resources;

2. Science Aims, Goals, Objectives, Learning Expectations, and Performance Indicators: definitions, examples, uses;

3. Nature of the Learner: learning styles; multiple intelligences; implications for teaching science;

4. Unit and Lesson Planning: Hunter’s lesson design model; preparation of lesson units;characteristics of a good science lesson;

5. Laboratory Sessions and Field Trips: organization and administration of laboratory activities and field trips; laboratory and field supervision and safety; kinds of writeups; marking laboratory and field reports;

6. Science Demonstrations: planning and implementing for success; creating and engineering discrepant events; motivation;

7. Teaching/Learning Strategies: constructivist and inquiry-based approach to science instruction; cooperative small-group learning structures; mind maps; concept maps; concept attainment and concept formation; GRASP problem-solving strategy; cross-curricular connections; Science Fairs and Science Olympics Challenges;

8. Evaluation in Science: functions and uses, types of evaluation instruments, course evaluation, mark manager programs.

9. Workshops on Selected Core Units: a selection from the five strands across the grades.

Evaluation Procedures

 Assignments
Click on item for its description

 % of Total Mark

 Due Date

 Transdisciplinary Activity

 30 %

 Oct. 16, 2000

 Lesson Planning

 30 %

 Dec. 11, 2000

 Science Demonstration

 20 %

 Feb. 5, 2001

 Professional Performance

 20 %

 throughout the year

Notes:

1. Sheets will be available from the instructor that describe each assignment and its evaluation.

2. Due dates are generally flexible provided you negotiate new dates with the instructor well in advance of the posted due date.

3. You will, in most cases, be given the opportunity to redo an assignment if you wish to improve your grade. The original mark and the "rewrite" mark will be averaged equally to calculate the new mark for the assignment. This only applies to assignments submitted on time. Please feel free to consult with your instructor if you have any problems with an assignment.

4. Your final grade will be determined by adding your scores on the items listed in the table using the weighting factors indicated in the "% of Total Mark" column.

5. Regular attendance is expected. It is a component of your "Professional Performance" score. More importantly, this course revolves around interactions and hands-on activities in both the classroom and in the field. Optional enrichment programs will be scheduled to minimize conflicts with other courses. You are required to inform your instructor ahead of time if you know of an upcoming unavoidable absence.

 

Professional Performance Evaluation   

Teaching candidates should demonstrate a professional attitude, time management skills, and reliability as well as sincere commitment to the subject area.

The following criteria are evaluated.

The candidate:

1. makes every possible effort to attend and fully participate in each class session. Please, notify, ahead of time, the instructor and provide the reason if you are going to be absent;

2. makes every reasonable effort to attend class on time in order to maximize personal contributions and to minimize disruptions to one’s colleagues. Punctuality is an essential characteristic of a responsible teacher;

3. uses every opportunity to share personal talents, expertise, and/or teaching resources with one’s colleagues in class sessions;

4. submits class assignments by the due date or makes arrangements, satisfactory to the instructor, for an alternate due date. Late assignments will not be graded if the candidate has not made such alternate arrangements with the instructor;

5. demonstrates a sense of professional reliability:

eg. (i) Borrowed resources are returned when they are due;
(ii) When a candidate signs to attend the optional workshops, every effort is made to participate. The candidate will notify the instructor if he or she is unable to attend so that the rest of the group is not delayed in adhering to its workshop timetable.

 

 Science Documents

1. The Ontario Curriculum, Grades 1-8: Science and Technology, 1998 (Bring your copy to all classes).

2. Common Framework of Science Learning Outcomes, K-12 (Council of Ministers of Education, Canada, 1997).

Reference Texts and Resource Books

There are no required textbooks for this course. Instead, numerous handouts and teaching/learning strategies modules will be provided. All the texts listed for the subject on Circular 14 may be used for content updating and for lesson planning. These are available in the OISE/UT library. However, it is expected that candidates will do some reading to become familiar with the rich variety of demonstrations and resources that can be used in the teaching of elementary science.

 

Recommended Books

Bennett, B., Rolheiser-Bennett, C., & Stevahn, L. (1991). Cooperative Learning: Where Heart Meets Mind. Toronto: Educational Connections.

Bosak, S.V. (1991). Science Is: A Sourcebook of Fascinating Facts, Projects, and Activities. Richmond Hill, Scholastic.

Tolman, M.N. & Hardy, G.R. (1999) Discovering Elementary Science: Method, Content, and Problem-Solving Activities (2nd edition). Boston MA: Allyn & Bacon.

 

Other Useful Resources

Bloom, W.J. (1998). Creating a Classroom Community of Young Scientists: A Desktop Companion. Toronto: Irwin Publishing.

Bruz, H.L. & Marshall, K. (1997). Performance-Based Curriculum for Science. London: Sage.

Edwards, D., Scanlon, E., & West, D. (Eds.) (1993). Teaching, Learning and Assessment in Science Education. London: Paul Chapman Publishing Ltd.

Esler, W.K, & Esler, M.K. (1996). Teaching Elementary Science (7th edition). Toronto: Nelson, Canada.

Fensham, P., Ganstone, R., White, R. (Eds.) (1994). The Content of Science: A Constructivist Approach to its Teaching and Learning. London: The Falmer Press.

Gega, P. (1991). How to Teach Elementary School Science. second edition. NY: MacMillan Publishing Co.

Gega, P. (1994). Science in elementary education. NY: MacMillan Publishing Co.

Gold, C. (1990). The Jumbo Book of Science. Toronto: The Ontario Science Centre.

Gough, R.L. & Griffiths, A.K. (1994). Science for Life: The Teaching of Science in Canadian Primary and Elementary Schools. Toronto: Harcourt, Brace & Co.

Harlen, W. (1993). Teaching and Learning Primary Science. second edition. London, U.K.: Paul Chapman Publishing.

Kagan, S. (1995). Cooperative Learning. San Juan, Capistrano CA: Resources for Teachers Inc.

Kessler, J.H. & Bennett, A. (1997). The Best of Wonder Science: Elementary Science Activities. NY: Delmar Publishing.

Lorbeer, G. (1993). Science Activities for Children, Volume Two. IA: Wm. C. Brown Publishers.

Marek, E.A., & Cavallo, A.M.L. (1997). The Learning Cycle: Elementary School Science and Beyond. Portsmouth, N.H.: Heinemann.

Martin, D.J. (1992). Elementary Science Methods: A Constructivist Approach. NY: Delmar Publishing.

Neuman, D.B. (1993). Experiencing Elementrary Science. Belmont, CA: Wadsworth.

Roth, W.M. (1995). Authentic School Science: Knowing and Learning in Open-Inquiry Science Laboratories. Norwell, MA: Kluwer Academic Publishers.

Wassermann, S. & Ivany, J.W.G. (1988). Teaching Elementary Science: Who’s Afraid of Spiders? NY: Harper & Row.

 

Academic and Professional Journals

Crucible

Interactions

International Journal of Science Education

Journal of Research in Science Teaching

School Science & Technological Education

School Science and Mathematics

School Science Review

Science and Children

Science Education

Science Teacher

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