Phone: (915) 747-5966 E-mail: milcona@miners.utep.edu
There are two very significant signs of our being at the end of one era, even if we yet discern the character of the next. First, principles previously unquestioned or questioned only by "radicals" begin to come in for more serious, popular questioning… second, the less tenable long established principles come to be, the more intense the ceremonial rain dances by those who fear the personal consequences of new ones.
John I. Goodlad
Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices.
Portsmouth, NH:Heinemann
This course will allow each participant the opportunity to develop an understanding of scientific literacy in the context of education reform. In the process, you will review reform historically in order to understand what the present initiatives are calling for. This will enable you to chart your journey and make informed decisions as you participate in science education for the new millennium. The class will synthesize readings and research into a web site that represents your newly constructed understanding of science education reform.
· Attend and participate in all class sessions and activities. Being absent will affect your grade. Absences must be called into my office prior to the class missed if possible. It is up to you to make arrangements to make up missed work. Keep in mind that not all work can be made up.
· Keep current with all reading and writing assignments.
· Work independently as well as collaboratively on web site development.
·
Keep a journal through the course.
Class Assignments
1st E-mail: Send an e-mail that includes the title of this course, your name, email address, phone number, present job and student status, academic area of interest/certification, and a brief description of your expectations from this course.
Journal: All entries must be dated. Respond to each reading on the left side of the journal while responses to class discussions, experiences and research will be written on the right side.
Reading Responses: Each reading assignments will require personal journal entries and class discussion. The journal entries should have the following:
· Title of chapter
· Something you found particularly Interesting or Provocative
· Relate how this section informs your educational Experience, past or present
· These will be scored according to the rubric at the end of the syllabus
Participation: You must be present to participate, so much of this portion of your grade will be based on being in class and actively participating in the topic discussions based on the reading assignments. You must have read the assignments in order to have meaningful input to class discussions and activities related to the readings. Class time will be provided for research needed to develop the science education reform web site. This will also require some "out-of-class" time.
Aug. 30 Introduction to course.
Define literacy and reform.
Interest search for current reform "evidence."
Begin journal entries.
Sept. 6 Assignment: Read Prologue & Chapter 1 Bybee.
Sept. 13 Due: Prologue & Chapter 1.
Assignment: Read Chapter 2 Bybee.
Continue journalizing each chapter and class experiences.
Sept. 20 Due: Chapter 2.
Assignment: Read Chapter 3 Bybee.
Continue work on journal.
Sept. 27 Due: Chapter 3.
Assignment: Read Chapter 4 Bybee.
Oct. 4 Due: Chapter 4
Assignment: Read Chapter 6 Bybee.
Oct. 25 Due: Chapter 6.
Assignment: Read Chapter 2 Bybee.
Nov. 1 Due: Chapter 7.
Assignment: Read Chapter 8 Bybee
Nov. 8 Due: Chapter 8.
Assignment: Develop your biographical page for web.
Nov. 15 Due: Bio web page due on disk.
Nov. 29 Due: Chapter 9
Assignment: Read Chapter 10 Bybee.
Dec 6 Due: Chapter 10
Dec 13 Final class day
Grading
Participation 40%
Web Page Components 30%
· Table of Contents with pagination
· Contribution to the Science Reform Web Site
· Bybee Chapter
· Science Journal
· Defining Science Education Reform
· Defining Scientific Literacy
·
Pertinent research e.g., reform-centered web sites for teachers