EDUC 558

I. Course Title: Methods for Science Teaching Grades 6-12

II. Course Number: EDUC 558

III. Credit Hours: 3 credits

IV. Prerequisites: Admission into the Teacher Education Program.

V. Course Description:

This course is designed to help graduate-level teacher candidates become inquiring, analytical, and reflective middle/secondary science educators. It provides a foundation for instructional design and teaching methods at the middle school and high school levels. The course will highlight a hands-on, inquiry-based approach to teaching science to adolescents that is based on current research in science education. Participation in this course will help candidates design and successfully implement developmentally appropriate science instruction, including management of the learning environment and safety in the science classroom, and prepare them to be skillful teachers of science content in middle/high school settings. Graded A-C (+/-).

VI. Detailed Description of Content of the Course:

The content of this course is organized around three main instructional themes with sub-questions that are explored through demonstration labs, discussions, video observations, micro-teaching opportunities, lecture, and additional engagement activities.

Theme 1: Science as a way of understanding the world

Why is teaching the Nature of Science (NoS) necessary?
What does inquiry-oriented teaching accomplish that lecture cannot?
How can inquiry-based learning be assessed?

Theme 2: Inquiry as an instructional stance

What curriculum design models facilitate inquiry approaches?
Why must we plan with the end in mind?
How do we plan successful inquiry-based instruction?
How do we make student thinking visible through instruction?

Theme 3: Strategies for successful student-centered science instruction

How do we meaningfully engage all students in the 6-12 science classroom?
How do we build a community in the 6-12 science classroom?

VI. Detailed Description of Conduct of Course:

The course format includes large and small group discussion, individual and group presentations, journal article and textbook reading, demonstration lessons, simulations, and practical applications. Because the course is taught as a co-requisite with EDUC 648, students will also develop, implement, and evaluate a multi-day, sequential instructional plan specifically for their early field experience placement.

VII. Goals and Objectives of the Course:

Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing middle/secondary (grades 6-12) science educators. Candidates successfully completing this course will be able to demonstrate developing knowledge, skills, and dispositions of the following:

Goal 1: Understand how to effectively implement the instruction and assessment cycle.

Teacher candidates will be able to…

Describe different types of instruction (explicit, direct instruction, teacher-centered, student-centered, constructivist, problem-based, inquiry), including the benefits and challenges associated with each as related to developing knowledge, skills, and sustained intellectual curiosity in science learning.
Use the backward design process of instructional planning to organize key science content, skills, and practices into meaningful units of instruction that actively engage students in hands-on science activities and learning as well as incorporating the presentation of ideas in writing.
Design instruction reflecting learner achievement of the goals of the Virginia Science Standards of Learning, including measurable objectives, appropriate teaching activities and assessments.

Goal 2: Engage with science practices as a way to develop scientific curiosity and problem solving.

Teacher candidates will be able to…

Explain what inquiry looks like in a science classroom.
Design and implement lessons that use the Nature of Science, crosscutting concepts and science practices as foundational to students’ learning in the natural and physical sciences.
Design and implement inquiry-based lessons that incorporate scientific practices and advance students’ science content knowledge and competence.

Goal 3: Meet the diverse needs of learners to engage them in scientific thinking and activities.

Teacher candidates will be able to…

Evaluate and incorporate instructional materials, technologies, manipulatives, and activities for the purpose of engaging all learners across ability and achievement levels and enhancing student performance.
Design instruction to meet the needs of diverse learners, including students with disabilities, gifted students, and students with limited proficiency in English and children with diverse cultural needs.

Goal 4: Communication & reflection

Teacher candidates will be able to…

Describe how adolescent development, school culture, and community intersect with the science instructional methods occurring in field placement sites.
Examine their instructional practices and use student data to reflect upon and improve their lessons.

VIII. Assessment Measures:

A variety of assessments may include, but are not limited to:

Lesson plans that reflect an inquiry focus, as well as considerations for diverse learners
An implementation-ready sequence of instructional plans aligned to appropriate curriculum standards to be used in the candidate’s field placement (as appropriate).
Journal entries, lesson observations, lab summaries, reading annotations, and/or other informal writings
Presentations or micro-teaching exercises
Quizzes, tests, or formal writing assignments
Class participation and discussion leadership

Other Course Information: Co-listed with EDUC 458.

Review and Approval

Fall 2007 Created and Proposed Dr. Tricia Easterling

Fall 2008 Syllabus Change Dr. Tricia Easterling

2/13/09 Revised/ Approved by Provost

Fall 2019 Syllabus Change Dr. Amanda Bozack