---

The University of Alabama in Huntsville
Graduate Credit Course ED 600

---

Dennis W. Sunal, Science Education
304C Graves Hall
The University of Alabama
Box 870231, Tuscaloosa, Al, 35487
Phone 348-7010, FAX 348-9863
e-mail -- dsunal@bamaed.ua.edu

Graduate Course Description: Three hours credit. Opportunities to study and work on topics or projects of group and individual concern. Credit is based on nature and degree of participant involvement.

I. Purpose

To facilitate reflective thinking and professional problem solving in mathematics and science teaching. The course will focus on the improvement of practices that promote meaningful student learning and will concern the knowledge and skills needed for creating change in teaching science and mathematics leading to the 21st century.

II. Course Description

This project/seminar course is designed to provide a context for enriching professional skills in analyzing, applying and performing effective science and mathematics teaching and curriculum development in school settings at the middle and high school level. This will be done through using the diversity of approaches, contexts and knowledge offered in an intern study experience with professionals in science and engineering laboratory settings (NASA Marshall Space Flight Center in the summer STEP program) integrated with the national standards guidelines (NCTM, AAAS, NRS, & NSTA) for science and mathematics education experienced in the project/seminar sessions.

General objectives include:

Acquire skills in analyzing the trends, as expressed in the national standards, for science and mathematics education for all students.
Develop skills and knowledge of strategies for the effective use of technology to enhance the teaching and learning of science and mathematics at the local school level.
Identify and enhance competency in the knowledge and skills found in todays science and engineering laboratories.
Design a plan to transfer skills and knowledge to your major teaching field from work experiences in science and engineering laboratories.
Acquire skills for designing and reviewing, critically, proposals for change in classroom teaching of science and mathematics.
Develop skills and knowledge of strategies effective for staff development in teaching of science and mathematics at the local school level.

The 21st Century Frontier

III. Summary of the Course Content

The course content will include:

1) understand (and enhance) science and mathematics learning as authentic learning where students create their own meaning and restructure their own preconceived ideas;
2) develop goals and a rationale for teaching science and mathematics for all students in classrooms for the 21st century;
3) understand critical and creative thinking skills in science and mathematics necessary for scientifically literate citizens;
4) design and evaluate strategies for creating teaching materials using professional experiences gained from the Marshall Space Flight Center science and engineering laboratories; and
5) develop strategies for providing effective inservice education to peer teachers. The course experience emphasizes, overall, a reflective strategy of teaching for thinking and meaningful learning, learning which is not rote or aimed at recall.

IV. Texts

In addition to class handouts and outside readings in participant selected professional materials, common core readings and reference for background information and direct discussion will be assigned in the following texts;

Provided by STEP:

* National Science Teachers Association, (March, 1996). Science Teacher Issue for March 1996. 63 (3), National Science Teachers Association, Washington D.C.

* National Science Teachers Association, (March, 1996). Science Scope Issue for March 1996. 19 (6), National Science Teachers Association, Washington D.C.

* National Science Teachers Association, (March, 1996). Science Teacher Issue for March 1996. 64 (3), National Science Teachers Association, Washington D.C.

* National Council of Teachers of Mathematics (1991) Professional Standards for Teaching Mathematics

* National Research Council, (1996). National Science Education Research Standards, Washington, D.C.: National Academy Press


Other materials for you to bring include:

* 2 notebooks to store entries/notes for journal writing

* 3 1/2 inch computer diskettes for word processing, saving, and sharing computer files

* Computer and printer from home or work


Very useful for you to bring:

* Textbook(s) used in your school classroom and state district curriculum guide

* The Journey Inside:The Computer kit, mail in free coupon attached to this syllabus ASAP


V. General Class Activities

The experiences, subject matter and issues in this course lend themselves effectively to a variety of learning formats including in-depth interviews and discussion, labs, small group study, and acknowledging individual interests. The format will allow each participant to contribute regularly. Participants are expected to be able to make class contributions based not only on their own judgment and past experience, but also on the basis of their current course readings, MSFC laboratory experiences, and course experiences. Also, each class member will be assigned to lead and take an active part in numerous class activities. Class sessions will follow a general schedule during the six week semester beginning on Monday, June 9, 1997 and ending on Thursday, July 25, 1997. Other activities involve outside class meeting experiences such as the small cooperative study/work group meetings, internship in assigned laboratories at the Marshall Space Flight Center, Summer Faculty Colloquium, field trips, etc.

Class Session Each Week Can Include:

* Cooperative learning groups meetings for discussion and/or action on a topic to be specified, activity related to current topic, or evaluation of a case example.

* Lectures or seminars - New topic, review, extension of previous class activity, or seminar related to discussion of readings

* Sample classroom lessons activities and curricula

* Review of work and project progress through participant presentation

* Review technology enhancements for classroom instruction

* Debriefing and announcements.

* Project work in cooperative, curriculum project teams


VI. Course Requirements in Meeting Objectives:

Completion of the course experience will involve a portfolio documenting (1) a broad range of science, mathematics, and engineering experiences and skills, and (2) a knowledge base involving the production of professional level educational products and activities.
To be judged acceptable all assignments must give evidence of a professional level of development, preparation, research, and presentation. This includes evidence of reflective thinking and self analysis and concern for teaching science and mathematics for all students for everyday life in the 21st century. The work for each assignment and model classroom materials must be completed satisfactorily. Work submitted or performed is subject to instructor approval. In the event of unsatisfactory assignments, work may be resubmitted. The assignments described below represent an agreement between participant and instructor in regards to a portion of the STEP program requirements and experiences. To receive an A grade for graduate course credit, all work specified must be completed as PASS in addition to receiving a high quality % level on the major project. Evaluation of participation, interviews, and written materials by the instructor will be the primary sources of data for each category. The course goals will be met through completion of the following:

1. Active participation in group activities and independent assignments: Attend all project team work sessions, class sessions and special sessions. Emphasis in class discussion will be on analysis and critiquing using ideas derived from readings and science and engineering laboratory experiences, rather than recall or summary of specifics. This includes being actively involved in whole group class activities, project team work sessions, and additional self-initiated learning.

2. Readings and discussions and accompanying study guides. Complete all weekly common reading assignments. This category includes successful completion of all study guides and feed back comments. A cooperative learning group will be formed to review and discuss course readings. You will have some responsibility for helping members in the group to successfully apply the concepts in the readings to other course experiences.

3. Hand in completed project proposal using the Action Planning Narrative (PPN) proposal planning form by Thursday, June 19.

4. Observations and journal writing experiences in the MSFC laboratories will be of two types;

4A) Individual - involving orientation, aid, and observation of work of an individual scientist, mathematician or engineer. This will include the major part of the time and will involve activities which are part of the lab project goal such as data collector, inputting data into a computer, bottle washer, etc.

4B) 1.The team of connected scientists, mathematicians or engineers and
2.Visitations to different labs involving observation and interviews of the members in a project team related to the assigned laboratory and other professionals involved in at least 2 other laboratories other than the one assigned.

The observations and journal writing experiences in the MSFC laboratories should focus on the following objectives:

List and describe the career preparation and the skills and knowledge needed for job success as a scientist, mathematician, or engineer.
Describe contributions resulting from space research and space development to society and the quality of life, especially those related to the projects in your assigned laboratory.
Describe aspects of 21st century science and mathematics curriculum which should be included in your classroom and are related to space research and development.
Describe roles involved and procedures used for solving problems in modern engineering/science projects. In general describe how modern science and technology function in solving todays problems.

These activities will be documented through two reflective journals, A and B. In both cases the journals should be approached as a reflection activity, action research, and not as actions to be only listed or completed.

Journal 4A) Individual -

1) write a weekly entry which describes your major activities in the assigned Marshall Space Flight Center science and engineering laboratory. Include types and extent of work performed.
2) Interview the assigned professional in regards to career preparation and personal background.
3) Observe the assigned professional at least three times during work activities for 15-30 minutes over the first three weeks. List and describe the professional skills, thinking skills, and knowledge used during these times.

Summarize the journal A entries by providing an in depth description of a scientist or engineer and answer the following questions. What do scientists (engineers, mathematicians) really do in their work? What thought processes (critical thinking, problem solving, overall science and engineering processes) and knowledge are used by real people in science and engineering labs? Which of these thought processes are possible for your students who are aspiring to work in these fields. Which of these thought processes are a useful part of the scientific literacy for all students? What can be applied from what you experienced in your own teaching? What question(s) do you have as a result of this activity? Is this type of thinking fostered in your classroom now? How?

Journal 4B)

1)Team of connected scientists, mathematicians or engineers - Interview and record as journal entries comments from selected scientists mathematicians and engineers involved in a single project team. Describe the major task, the team members and their roles. Try to find out how the team functions successfully in completing its task. Describe the procedures the team uses for solving task problems in the project.
2) Visitations to different labs - Visit two other laboratories besides your assigned laboratory. Observe, interview, and record as journal entries your thoughts and experiences and focus on those that to NASA/MSFC contributions to society and the quality of life resulting from technology advances, space research and space development. What can be applied from what you experienced in your own teaching? What question(s) do you have as a result of this activity? Summarize the observations and describe aspects of 21st century science and mathematics curriculum which should be included in your classroom that are related to space research and development.

Summarize the journal B entries by describing how modern science and technology differs from the descriptions provided in textbooks in solving science and engineering problems.

Turn in Journal A and Journal B in on Monday, July 21 in notebooks. Summaries should be word processed on separate sheets. The journals will not be returned. If you want a copy make a photocopy before it is turned in.

5. Other brief special activities may be assigned as are appropriate. These will be graded pass/fail and added to assignment #1. Feedback and evaluation forms will not be graded.

6. Development of an exemplary science and mathematics model lesson to be implemented in your classroom, school or district as a team project. The model lesson content should relate to a science and/or mathematics topic now taught in your school or classroom. Use your science and/or mathematics textbook or State Curriculum Guidelines to determine fit. The product should translate to the extent possible the NASA/MSFC STEP experience to the classroom/school level. The content will reflect the experiences team members have experienced in their assigned laboratories at the Marshall Space Flight Center. The project focus should involve, to the extent possible 1) innovative, state of the art approaches to increasing scientific and mathematics literacy and the content of science for the 21st century as described in the national standards, 2) under represented students in your school, 3) integration of mathematics and science as well as other subjects, 4) potential for career impact, 5) use of technology in science and/or mathematics education, and 6) NASA materials and posters distributed and available to teachers.

The model lesson should be developed by a team of at least 2 to a maximum of 4 members. Additional help may be provided on a voluntary basis by your MSFC hosts and the participants in the Summer Faculty Program. Make a strong pitch to include these additional experts in your group work.

A) The project will be a team negotiated activity developed through an approved proposal, PPN Planning Form, due on Thursday, June 19. Provide three copies of the PPN Form. One will be returned with comments. Due to the short time period, start development activities as soon as possible.

B) A final product will be tested and fine tuned on Monday, July 21 & Tuesday, July 22.

C) A brief formal presentation of the project will occur on Thursday, July 25. To be complete the project formal presentation a Project Summary Sheet will be completed and passed out to all attending the presentation, about 25 copies will be needed. Also, two word processed (laser print format) copies and multimedia materials concerning the model lesson will be also due on Thursday, July 25. These exportable educational packages should be readily usable by another teacher. Evaluation will be based on criteria provided above and principle components of science and mathematics education experienced during STEP. A followup reporting activity, provided later, will involve your school experiences during Fall, 1997.

VII. Evaluation

Activities must meet minimum standards to be accepted as a Pass. If returned as a Fail, rework the assignment as indicated by the instructor's comments. The grading scale is as follows for the project and if an activity does not meet minimum standards, Fail, after repeated returns or for a non-return.

A =	90 - 100
B =	80 - 89
C =	70 - 79
D =	60 - 69
F =	0 - 59

All acts of dishonesty in any work constitutes academic misconduct. The Academic Misconduct Disciplinary Policy will be followed in the event of academic misconduct.

VIII. Schedule of Assignments

Topic	Due Date	Evaluation
1. Participation	Each week	P/F
2. Readings	Each week, see listing	P/F
3. Project Contract	On or before June 19	P/F
4. Reflective journal Journal A Journal B	July 21 July 21	P/F P/F
5. Other	Specified at time assigned	P/F
6. Model Lesson Trial testing Presentation Product	Monday & Tuesday, July 21 &22 Thursday, July 25 Thursday, July 25	Quality % Grade Quality % Grade Quality % Grade

     Individual appointments on class days can be made for clarification of assignments, material presented in class, and the readings. Comments on work between class sessions can be provided by sending a FAX (205-348-9863) or giving the work to Martha Howard-Hammond and asking her to FAX it . We will return a copy with comments to Martha Howard or a FAX machine close to you if you provide a number. Be sure to include specific focus questions (and a phone # and fax # for clarification) for us to respond. It is the policy of the University of Alabama to make reasonable accommodations for qualified individuals with disabilities. If you are a person with a disability and desire to complete the course requirements, please notify the course instructor as soon as possible to discuss the request.

Back to STEP Main Page!

Graphics © 1997, To The Left Productions