ED-E 445

Contemporary Issues: Curriculum in Elementary Science

Course Contents

Designs for Learning Science: There are two major components to this course: (a) Learning science and (b) designing classroom instruction. Thus, in this course, students will read and discuss current research on how students learn science (see textbook) and design a unit of instruction. The instructor will use materials and videotapes from a recent curriculum development and research project to illustrate designs for learning about simple machines. The following is an outline of topics to be discussed during the course. This outline is not exhaustive and may include some topics which we will not be covered. Additional topics may be added at the discretion of the instructor).

1. What is the nature scientific knowledge? What is science? How is scientific knowledge constructed?
2. Problem solving. Open-inquiry laboratory activities. What is the scientific method? Does it exist? What does this mean for teaching?
3. Students' views of scientific concepts
4. Analyzing and improving science teaching
5. The integration of science, mathematics, and technology (computers and others).
6. Collaborative concept mapping
7. Vee-mapping
8. Teacher learning and change
9. Reflective practice in science teaching

Requirements and Evaluation

1. The fundamental idea of this class is that learning occurs in community of practice. We will be doing a lot of shared activities and watch videotapes that go with the textbook. Your attendance is therefore required. In the same spirit, to bring about a community of learners, active participation in the email discussion is required. (20%)
2. Students are expected to read the complete textbook and all readings (a timeline will be presented on the first day of class). Chapters will generally be discussed in class. Submit reflections on chapters and build on your peers' comments by using electronic mail (ED-E445@uvvm.evic.ca). (20%)
3. Project: Develop a unit for teaching science at the elementary level. Form and content to be discussed in class. (50%)
4. Present your unit to your peers in class. (10%)
5. Grades are assigned according to the usual criteria specified for undergraduate studies. Only outstanding and exceptional work will be awarded A-grades. INNOVATION, INDEPENDENCE, and WILLINGNESS TO GO BEYOND THE MINIMUM are the most important criteria in evaluating you as an exemplary learner (Exemplary learning rather than memorizing and conforming are the virtues of a good teacher).
6. Arrange for a one-half hour appointment on March 31 or April 1 for discussing your evaluation with the instructor.

Required Text(s)

Roth, W.-M. (1998). Designing Communities. Dordrecht, Netherlands: Kluwer Academic Publishing. (ISBN: 0-7923-4704-8).
Additional Readings may be assigned on an as-needed and just-in-time basis. (See course outline.)

Office Hours

Generally speaking, the best way to contact me is by means of email (one might want to say that my office is in cyberspace). Contact me at mroth@uvic.ca regarding any information you need outside of class. Should there be any issue that cannot be resolved other than in a face-to-face meeting, please set up an appointment a few days in advance (for sometime Mondays 2-3pm and 6-6:30pm).

Tentative Schedule

The following is a proposed schedule. I may decide to make discretionary changes according to contingencies arising during the course of the semester (such as student needs, unforeseen events, etc.).

Date	Topics, Required Reading, Assignments
Jan 5	Introduction: Presentations, course outline, grades, etc. Important links: [IRPs Science K-7] [Science Education Associations] [ AltaVista: Advanced Query] Activity 1: Problem solving (building a bridge), reflection on learning; video Activity 2: The school at Moussac (video) Activity 3: Designing a curriculum, planning. Negotiating the curriculum (for presentations and modeling final assignment). (Example: [Pulleys Curriculum Concept Map]) [IRPs Science K-7] Activity 4: Discussing final project.
Jan 12	Assignment 1: Read: Introduction, Chapter 1 (Teaching and learning in communities); send your comments and reaction to email list. Assignment 2: Read Articles on concept mapping. [Primary school] [Elementary school] [Middle school] [Additional references] Assignment 3: Prepare for content of curriculum Discussion: Readings (video) (Group session) Activity 1: Guided whole-class inquiry: pulleys; discussion; modeling. Activity 2: Pulleys (video) Activity 3: Concept mapping: the curriculum.
Jan 19	Assignment 1: Read Chapter 2-3 (School and Curriculum); send your comments and reaction to email list. Assignment 2: Bring glue, card board, straws, scissors etc. Assignment 3: Seek further background to curriculum. Discussion: Readings, teaching and learning in communities; video Activity 1: Guided whole-class inquiry: pulleys; discussion; modeling. Activity 2: Reflecting on learning Activity 3: Constructing ??? (Using your tools and materials)
Jan 26	Assignment 1: Read Chapter 4 (Knowing engineering design); send your comments and reaction to email list. Discussion 1: Readings (video) Discussion 2: Evaluating student learning Activity 1: Whole-class activity: tug of war; discussion; modeling Activity 2: Tug of war: reflection on learning Activity 3: Tug of war: video.
Feb 2	Assignment: Read Chapter 5-6 (Circulating resources, material practices); send your comments and reaction to email list. Discussion: Readings (video) Activity 1: 2 Students present guided whole-class discussion on curriculum topic I Activity 2: Discussion of presentation (previously videotaped) Activity 3: Designing additional activities
Feb 9	Assignment: Read Chapter 7 (Discourse practices); send your comments and reaction to email list. Discussion: Readings (video: Jeff presenting bridge) Activity 1: 2 Students present guided whole-class discussion on curriculum topic II Activity 2: Discussion of presentation (previously videotaped)
Feb 16	Assignment: Read Chapter 8 (Networking humans and non-humans); send your comments and reaction to email list. Discussion: Readings, teaching and learning in communities Activity 1: 2 Students present guided whole-class discussion on curriculum topic III Activity 2: Discussion of presentation (previously videotaped)
Feb 23	Assignment 1: Read Chapter 9 (Networking individuals and groups); send your comments and reaction to email list. Assignment 2: Be prepared to discuss planning and progress of your final project. Discussion: Readings, teaching and learning in communities Activity 1: 2 Students present guided whole-class discussion on curriculum topic IV Activity 2: Discussion of presentation (previously videotaped) Activity 3: Discussion of student final projects in progress.
Mar 2	Assignment 1: Read Chapter 10-11 (Designing communities); send your comments and reaction to email list. Assignment 2: Be prepared to discuss planning and progress of your final project. Discussion: Readings Activity 1: 2 Students present guided whole-class discussion on curriculum topic V Activity 2: Discussion of presentation (previously videotaped) Activity 3: Discussion of student final projects in progress.
Mar 9	Assignment 1: Read Articles on Vee mapping and evaluation. [Elementary School] [Middle School] [Vee mapping assessment] Assignment 2: Be prepared to discuss planning and progress of your final project. Activity 1: Vee-mapping Activity 2: Discussion of student final projects in progress. Discussion: Readings, Vee-mapping as learning strategy
Mar 16	Assignment 1: Bring a piece of software, idea for web site, HyperCard or HyperStudio stack which shows the (ab)use of computers in primary and elementary science classrooms. Assignment 2: Be prepared to discuss planning and progress of your final project. Discussion: Activity 1: Present your software, idea for web site, HyperCard or HyperStudio stack. Be prepared to talk about why this is (not) worthwhile to be used, in which way it is conform with the philosophy we discussed in class, in which way it fosters/ interrupts learning, in which way it could be used. Activity 2: Discussion of student final projects in progress.
Mar 23	Assignment: Materials for Activity 1 Discussion: Readings, teaching and learning in communities Activity 1: 1st Half of the class presents personal curriculum projects. Discussion and reflection.
Mar 30	Assignment: Materials for Activity 1 This is the water unit the class prepared: [Water Unit] Discussion: Activity 1: 2nd Half of the class presents personal curriculum projects. Discussion and reflection.