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Towson
University
Required
Texts: Any general biology textbook
dated 1995 or later. YOU NEED
THIS!! Also: Life in the Chesapeake Bay, 2nd edition, Lippson & Lippson, authors. ISBN 0-8018-5475-X, and Science K-8: An Integrated Approach, 10th edition, Victor & Kellough, authors. ISBN 0-13-098881-2.
Catalog
Description: This instructional
methods course is designed for the preparation of elementary science teachers.
Each participant is expected to be actively engaged in this intensive
experience which should involve doing science teaching and reflecting on science
teaching- your own and that of others. You
will also be expanding upon your knowledge of biology as it relates to
elementary classrooms. In short,
you will be engaged in study, writing, laboratory, and discussion experiences
that simulate situations and incidents you are likely to encounter in your
teaching of biology or life science.
We will examine ways to plan, facilitate, and assess learning; the nature
of the science learner and ways to motivate students, models of instruction,
utilization of existing resources, inquiry and problem solving in science, the
influence of personal beliefs, and professional roles of the teacher.
THIS WILL BE A COURSE OF MANY QUESTIONS AND VARIED ANSWERS.
DO NOT EXPECT TO BE TOLD “THE METHOD OF TEACHING LIFE SCIENCE”.
THERE IS NO ONE METHOD FOR TEACHING ANY FIELD OF SCIENCE.
The master teacher has a broad repertoire of strategies and techniques
which are based upon reflection and practice.
My hope is that, if you have not already done so, you will undergo a
shift in your concept of teaching from the usual traditional objectivist
approach to a more nontraditional constructivist perspective and set of beliefs,
or that you will at least carefully examine your options. Upon completion of this course you will be able to: 1. Begin to develop a
constructivist view of teaching science. 2. Recognize that the
processes of science are the first priority in science education. 3. Recognize significant
events that shaped American science education. 4. Begin to formulate a
personal science education teaching philosophy. 5. Examine the value of the
inquiry approach to teaching science. 6. Recognize the
contributions of Bloom, Piaget, Bruner, Gagne, & Rowe to science education. 7. Plan instruction to
accommodate individual differences in students. 8. Use Gardner’s theory
of multiple intelligences to plan effective science lessons. 9. Develop lessons which
effectively integrate science with other subjects such a reading, writing, and
math. 10. Choose appropriate evaluation techniques. 11. Recognize basic safety concerns in the classroom. 12. Identify or construct components of a 5E lesson plan when science
concepts are given. 13. Ask appropriate science questions and structure cognitive,
affective, and psychomotor objectives that are grade level appropriate. 1. Identify any plant
species as vascular or nonvascular. 2. Classify all animal
specimens to the phylum level and identify arthropods and chordates to the class
level. 3. Define each of these
biological concepts and recognize or supply examples:
4.
Identify and define each of the ecological units from niche to biosphere. 5.
Identify taxonomic levels of living organisms. 6.
Identify primary and secondary ecological succession and place the stages
in the processes in order. 7.
Distinguish between interspecies and intraspecies competition. Assessment & EvaluationThis course is designed so that students may earn a maximum of 1200 points.
Expec
PROFESSIONALISM
As part of your
preparation for becoming a teacher, you will be expected to behave in a
professional manner. This includes:
Attendance & Punctuality: Class time is used to clarify and
extend concepts. Class will be
interactive in nature and it will be difficult to make up in the event of an
absence. Be on time and don’t
leave early. Students are expected
to attend every class. Genuine
emergencies may be excused; otherwise grades will be lowered in proportion to
the number of classes missed (2 attendance points lost for each unexcused
absence). Each absence after three
will result in a 20-point reduction in the final grade. If a genuine emergency occurs which causes an absence, notify
the instructor ASAP, but no later than the following day.
Participation: Participation doesn’t mean simply attending
class. Participate in the class
discussion and activities by making meaningful comments.
Ask questions!!
Preparation: Complete assignments on time and be ready to
participate fully in class activities.
Respect: Be considerate of others.
Behave in a professional, ethical manner.
Attitude: Be curious, flexible, organized, and patient- all
characteristics of good teachers. ACADEMIC RESPONSIBILITIES
Academic dishonesty: Please
refer to your student handbook for Towson University’s policy regarding
cheating. As a preservice
professional, you are expected to behave as such.
Instances of academic dishonesty may result in failure of the assignment
and possibly of the course.
Late assignments: Unless you are unable to turn in an assignment
due to an emergency of which I have been made aware of in advance,
late assignments will be reduced by one letter grade.
Missed exams: Exams are only scheduled three times for the
semester. Please make certain you
are present. There will be no
make-up exams except in cases of emergency of which I have been made aware
of in advance. You may
reach me by phone, secretary, email, fax, etc. Please do not attend class the day after an exam and expect
to take that exam unless you have indeed contacted me ahead of time. CLASS SCHEDULE
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Send comments and questions to
shaines@towson.edu |