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Deming – CHEM 311 1 of 15
CHEM 311 – Science Teaching Methods
Instructor:
Office Hours:
Prerequisites: Acceptance into the education program at Winona State University and consent of
instructor.
Course Purpose:
The application of current research trends and modern technology in science education
are used to prepare science majors for the teaching of secondary school science content
and process. Course provides opportunity for the qualified teaching candidate to obtain
practical knowledge and experience in techniques of planning and safely conducting
inquiry-based chemistry activities, including laboratories, discussions/cooperative
learning opportunities, etc. Science Teaching Methods is a prerequisite to student
teaching.
Meetings: To be arranged. Four credit hours equivalent.
Materials: Lawson, A.E. (1995). Science teaching and the development of thinking. Belmont, CA:
Wadsworth. REQUIRED. Students will also be required to provide a three-ring binder, tab dividers,
and other necessary items to construct the student portfolio. ISBN-10: 053404851X
In addition to these texts, we will utilize readings from the literature in science
education, psychology, and brain science. A readings list is below, although each
student in the course will customize his or her readings to his or her curriculum project.
Readings: Adey, P., & Shayer, M. (1994). Really raising standards: Cognitive intervention and academic
achievement. London: Routledge.
Boudreaux, A., Shaffer, P.S., Heron, P.R.L., & McDermott, L.C. (2008). Student understanding of
control of variables: Deciding whether or not a variable influences the behavior of a system.
American Journal of Physics, 76(2), 163-170.
Cracolice, M.S., & Deming, J.C. (2001). Peer-led team learning. The Science Teacher, 68(1), 20–24.
Cracolice, M.S., Deming, J.C. & Ehlert, B. (2008). Concept learning versus problem solving: A cognitive
difference. Journal of Chemical Education, 85(6), 873-878.
Deming, J.C., & Cracolice, M.S. (2004). Learning to think. The Science Teacher 71(3), 42-47.
Furio, C., Calatayud, M.L., Barcenas, S.L., & Padilla, O.M. (2000). Functional fixedness and functional
reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of
molecules. Science Education, 84(5), 545–565.
Gabel, D., Sherwood, R., & Enochs, L. (1984). Problem solving skills of high school chemistry students.
Journal of Research in Science Teaching, 21, 221–233.
Haidar, A.H., & Abraham, M.R. (1991). A comparison of applied and theoretical knowledge of concepts
based on the particulate nature of matter. Journal of Research in Science Teaching, 28(10), 919–
938.
Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of
mechanics test data for introductory physics courses. American Journal of Physics, 68(1), 64-74.
Heyworth, R.M. (1999). Procedural and conceptual knowledge of expert and novice students for the
solving of a basic problem in chemistry. International Journal of Science Education, 21(2), 195–
211.
Deming – CHEM 311 2 of 15
Johnson, M.A. & Lawson, A.E. (1998). What are the relative effects of reasoning ability and prior
knowledge on biology achievement in expository and inquiry classes? Journal of Research in
Science Teaching, 35(1), 89-103.
Lawson, A.E. (2002). Sound and faulty arguments generated by pre-service biology teachers when testing
hypotheses involving un-observable entities. Journal of Research in Science Teaching, 39(3),
237-252.
Lawson, A.E. (2003). The neurological basis of learning, development and discovery: Implications for
science and mathematics instruction. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Lawson, A.E., Abraham, M.R., & Renner, J.W. (1989). A theory of instruction: Using the learning cycle
to teach science concepts and thinking skills. Cincinnati, OH: National Association for Research
in Science Teaching.
Lawson, A.E. & Wollman, W. (1980). Developmental levels and learning to solve problems of
proportionality in the classroom. School Science and Mathematics, 80(1), 69-75.
McDermott, L.C. (2008). Preparing K-12 teachers in physics: Insights from history, experience, and
research. American Journal of Physics, 74(9), 758-762.
McDermott, L.C., Heron, P.R.L., Shaffer, P.S., & Stetzer, M.R. (2006). Improving the preparation of K-
12 teachers through physics education research. American Journal of Physics, 74(9), 763-767.
Monteyne, K., & Cracolice, M. S. (2004). Development and validation of a web-based assessment of
higher-order thinking skills. Paper presented at the annual meeting of the National Association
for Research in Science Teaching, Vancouver, BC.
Musheno, B.V. & Lawson, A.E. (1999). Effects of learning cycle and traditional text on comprehension
of science concepts by students at different reasoning levels. Journal of Research in Science
Teaching 36(1), 23-37.
Nakhleh, M. (1993). Are our students conceptual thinkers or algorithmic problem solvers? Journal of
Chemical Education, 70(1), 52–55.
Nicoll, G.; Francisco, J.; Nakhleh, M. (2001). A three-tier system for assessing concept map links: A
methodological study. International Journal of Science Education, 23(8), 863-875.
Nurrenbern, S., & Pickering, M. (1987). Concept learning versus problem solving: Is there a difference?
Journal of Chemical Education, 64(6), 508–510.
Schneider, L.S., & Renner, J.W. (1980). Concrete and formal teaching. Journal of Research in Science
Teaching, 17(6), 503–517.
Shayer, M., & Adey, P. (Eds.) (2002). Learning intelligence: Cognitive acceleration across the
curriculum from 5 to 15 years. Buckingham, UK: Open University Press.
Grading: Your course grade will be based on midterm assessments, a formal presentation on
inquiry, and the evaluation of the quality of your final curriculum project. This
curriculum project is the development of a complete learning cycle curriculum package
covering one major topic in high school science, constituting about 1.5 weeks of student
activities. Ongoing feedback will be given about progress toward the final project by
requiring you to hand in your final project for evaluation at random times during the
semester.
Additional deductions may be made for cases beyond the scope of these criteria at the
discretion of the instructor (e.g., missing class).
A 90% – 100%
B 80% – 89.9%
C 70% – 79.9%
D 60% – 69.9%
Deming – CHEM 311 3 of 15
Other:
Dress Code
o Students will be required to follow the dress code outlined later in this syllabus. The
purpose of this dress code is to help students learn to make appropriate choices
regarding their professional attire. The most frequent complaint we receive from
principals and student teaching mentors is that some of our student teachers dress
inappropriately. This reflects poorly on the student teacher, the College of Education,
and Winona State University as a whole. Therefore, this dress code will be enforced
throughout the semester. If a student chooses to wear inappropriate attire, he/she will
lose credit for any of the day’s activities, with no option for making it up in the future.
Technology Use
o Students are encouraged to bring their laptops for notetaking and other related course
activities. Using electronic devices for non-course activities is considered detrimental to
learning, unprofessional, and discourteous.
o Technology will be used in this course to present information and understanding. It is a
tool that can create learning environments within the classroom and expand this
environment to virtual learning outside the classroom walls. It is an expected tool that
will be used numerous times during the week (including class time).
Inclusion
o Any student in this course who has a disability that may prevent him or her from fully
demonstrating his or her abilities should contact me personally as soon as possible so
we can discuss accommodations necessary to ensure full participation and facilitate
your educational opportunities.
If you have a special need addressed by the Americans with Disabilities Act and
require course materials in alternative format, please contact me immediately.
Reasonable efforts will be made to accommodate your special needs.
Any student needing to arrange a reasonable accommodation for a documented
disability should contact me or Disability Services at Maxwell Hall; (507) 457-
2391 (voice).
Winona State University does not discriminate on the basis of race, color, age,
religion, national origin, sexual orientation, sex, marital status, disability or
status as a U.S. Vietnam Era Veteran. Any persons having inquiries concerning
this may contact the appropriate University authorities, including the campus
security office (457-5555), affirmative action office (457-5008), or student
affairs (457-5300).
Dispositions
o Academic Dishonesty of any kind will not be tolerated and will be addressed in a
manner consistent with the University policies that are described on the University Web
Site: http://www.winona.edu/handbook/policiesbullets.htm or page 34 in undergraduate
catalog.
o All academic work must be the summation of one’s own information, work, and
endeavor.
Deming – CHEM 311 4 of 15
Professional Education Unit Core Beliefs
o We exist to prepare professionals to continuously improve Birth – Grade 12 student
learning in twenty-first century schools. Through a continuum of clinical experiences
and relevant and appropriate instructional methods, WSU graduates are prepared in a
community of learners with developmentally appropriate content and pedagogical
expertise, and professional dispositions to improve students’ learning by: (1) actively
engaging in a culture of reflective practice and continuous improvement (2)
demonstrating awareness of – and an ability to respond to – broader psychosocial and
global contexts; and (3) advocating for students and their learning through leadership,
collaboration, innovation, flexibility, and critical thinking.
This course syllabus is not a contract; it is a tentative outline of course policies. Changes may be
made before, during, or after the semester at my discretion.
Deming – CHEM 311 5 of 15
Course Objectives:
(articulated in MN BOT Teachers of Science Subpart E of rule 8710.4750, same
numbering scheme applied here)
A teacher of science must have a broad-based knowledge of teaching science that
integrates knowledge of science with knowledge of pedagogy, students, learning
environments, and professional development. A teacher of science must understand:
1) Curriculum and instruction in science as evidence by the ability to:
a) Select, using local, state, and national science standards, appropriate
science learning goals and content;
b) plan a coordinated sequence of lessons and instructional strategies that
support the development of students' understanding and nurture a
community of science learners including appropriate inquiry into
authentic questions generated from students' experiences; strategies for
eliciting students' alternative ideas; strategies to help students'
understanding of scientific concepts and theories; and strategies to help
students use their scientific knowledge to describe real-world objects,
systems, or events;
c) plan assessments to monitor and evaluate learning of science concepts
and methods of scientific inquiry; and
d) justify and defend, using knowledge of student learning, research in
science education, and national science education standards, a given
instructional model or curriculum;
2) safe environments for learning science as evidenced by the ability to:
a) use required safety equipment correctly in classroom, field, and
laboratory settings;
b) describe, using knowledge of ethics and state and national safety
guidelines and restrictions, how to make and maintain a given collection
of scientific specimens and data;
c) describe, using knowledge of ethics and state and national safety
guidelines and restrictions, how to acquire, care for, handle, and dispose
of live organisms;
d) describe, using state and national guidelines, how to acquire, care for,
store, use, and dispose of given chemicals and equipment used to teach
science;
e) implement safe procedures during supervised science learning
experiences in the public schools; and
f) develop a list of materials needed in an elementary science safety kit;
3) how to apply educational principles relevant to the physical, social, emotional,
moral, and cognitive development of preadolescents and adolescents;
4) how to apply the research base for and the best practices of middle level and
high school education;
5) how to develop curriculum goals and purposes based on the central concepts of
science and how to apply instructional strategies and materials for achieving
student understanding of the discipline;
6) the role and alignment of district, school, and department mission and goals in
program planning;
7) the need for and how to connect students' schooling experiences with everyday
life, the workplace, and further educational opportunities;
Deming – CHEM 311 6 of 15
8) how to involve representatives of business, industry, and community
organizations as active partners in creating educational opportunities;
9) the role and purpose of cocurricular and extracurricular activities in the teaching
and learning process;
10) the impact of reading ability on student achievement in science, recognize the
varying reading comprehension and fluency levels represented by students, and
possess the strategies to assist students to read science content more effectively;
and
11) how to apply the standards of effective practice in teaching through a variety of
early and ongoing clinical experiences with middle level and high school
students within a range of educational programming models.
Deming – CHEM 311 7 of 15
Course Outline of Topics:
Teaching and the Nature of Science
Educational Purpose
The Nature of Scientific Thinking: A Look at the Work of an Ethologist
The Origin and Nature of Theories: A Look at the Work of Charles Darwin
How are Theories Tested? The Case of Spontaneous Generation
Science and Religion
The Role of Observation in Science: The “Construction” of Oxygen
Patterns of Thinking by Scientists and by Adolescents
Homing Behavior in Silver Salmon
Creative and Critical Thinking Skills
The Nature of Adolescent Thinking
Empirical-Inductive and Hypothetical-Deductive Thinking Patterns
Scientific Knowledge: Its Construction and Development
The Nature of Declarative Knowledge
Types of Concepts
Vygotsky’s Concept Generalization Phenomenon
Types of Conceptual Systems
Mental Structures and the Process of Self-Regulation
How do Thinking Patterns Function in Adult Thinking?
Contributing Factors in Self-Regulation
How are Descriptive Concepts Constructed?
The Role of Chunking in Higher-Order Concept Construction
How are Theoretical Concepts Constructed?
Practice in Classifying Science Concepts
Vygotsky’s Zone of Proximal Development
Stages in the Development of Procedural Knowledge
Piaget’s Theory
The Four Card Task and Hypothetical-Deductive Thought
Algebra and Hypothetical-Deductive Thought
A New View of Stage Theory
The Relationship Between Procedural and Declarative Knowledge: A Closer Look
How Does Hypothetical-Deductive Thought Develop?
Developing the Procedure of Controlled Experimentation
The Learning Cycle
Essential Elements of Science Instruction
The Learning Cycle
Three Types of Learning Cycles
Learning Cycles as Different Phases of Doing Science
A Note on Creativity
A Note on Intelligence and Achievement
Historical Perspective: Origins of the Learning Cycle
The Learning Cycle in the BSCS Program
The Learning Cycle in Driver’s Conceptual Change Model
Key Postulates
Selecting Appropriate Explorations
Deming – CHEM 311 8 of 15
Characteristics of Effective Science Instruction
Lesson Characteristics
Characteristics of Student Behavior
Characteristics of Teacher Behavior
Characteristics of Effective Questioning
Example Lessons
Keeping Inquiry Going and “Covering” Content
Why Don’t More Teachers Use Inquiry-Oriented Methods?
Resistance to Inquiry
Time and Energy
Too Slow
Reading too Difficult
Sequential Text
Teacher and Student Discomfort
Other Factors
Principles of Curriculum Development and Implementation
State and National Science Standards
Curriculum Principles: Concept Organization and Presentation
Examples of Teaching Conceptual Systems
Curricular Principles for the Development of Thinking Skills
Textbook Use and Selection
Using Field Trips to Provoke Self-Regulation
Student Assessment
Classifying Test Items
Empirical-Inductive and Hypothetical-Deductive Test Items
Using Test Items to Encourage Self-Regulation
Using Homework Problems to Encourage Self-Regulation
Written Work
Concept Map Assessment Rubric
Directions for Future Research and Development
Conceptions and Misconceptions
Motivation and Assessment
Cooperative Learning
Sequencing and Selecting Content
The Role of Analogy
Retention and Transfer of Thinking Skills
Teaching Content Versus Process
Texbooks
New Technologies
Teacher Education and Professional Growth
Other Currently Popular Methods
Project 2061
Integrating Social and Technological Issues
Testing
Theoretical Issues and a Problem with “Social” Constructivism
Deming – CHEM 311 9 of 15
Neurological Models of Self-Regulation and Instructional Methods
Basic Neurological Principles
General Principles of Network Modeling
Learning in a Simple Circuit: Classical Conditioning
Learning in Humans: A More Complex Network
The Role of Logical and Analogical Thinking in Knowledge Construction
Role of Logic
A Neurological Explanation of Memory and Analogical Thinking
Integrating Philosophy, Neural Modeling, Scientific Insight, and Instruction
Cognitive Acceleration through Science Education
Six training sessions from Thinking Science Professional Development
Additional Topics
The Central Purpose of American Education
The Method of Multiple Working Hypotheses
What is Science?
Research on the Learning Cycle
The Research and Theories of Shayer and Adey
Teaching and the Expanding Knowledge
Classroom Test of Scientific Reasoning
Examples of Learning Cycles in 9-12 Science
Safety and the K-12 Learning Environment
Action Research in the Classroom
Deming – CHEM 311 10 of 15
Learning Objective Learning Opportunity Assessment & Evaluation E. A teacher of science must
have a broad-based knowledge
of teaching science that
integrates knowledge of science
with knowledge of pedagogy,
students, learning environments,
and professional development. A
teacher of science must
understand:
1) Curriculum and instruction
in science as evidence by
the ability to:
a) Select, using local,
state, and national
science standards,
appropriate science
learning goals and
content;
What is Science?
Principles of Curriculum Development and
Implementation
1. Minnesota Standards for Science
2. National Science Education Standards
3. Concept organization and presentation
4. Teaching conceptual Systems
5. Curricular principles for the development of
thinking skills
6. Textbook use and selection
7. Understanding of Appropriate Science
Learning Goals and Content
Homework: Read Lawson (1996) pp. 226-260, 408-418.
Curriculum Project
Explicit inclusion of MN and National Science
Content Standards that are addressed in the
candidate’s curriculum project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
b) plan a coordinated
sequence of lessons
and instructional
strategies that support
the development of
students'
understanding and
nurture a community
of science learners
including appropriate
inquiry into authentic
questions generated
from students'
experiences; strategies
for eliciting students'
alternative ideas;
strategies to help
students'
understanding of
scientific concepts and
theories; and strategies
to help students use
their scientific
knowledge to describe
real-world objects,
systems, or events;
Covered in virtually every topic during this course.
Specifically targeted in following topic:
The Learning Cycle
1. Essential elements of science instruction
2. Types of learning cycles
3. Learning cycles as different phases of doing
science
4. Adapting Existing Laboratories to Follow an
Inquiry Format
5. Converting Traditional Teaching Materials into
Inquiry Materials
6. Learning Cycles for Secondary Science –
Teachers Design Their Own Inquiry Units
Homework: Read Lawson (1996) pp. 132-176;
(See attached handout for Developing Learning Cycles
from Non-Learning Cycle Materials)
Read Cracolice, Deming, & Ehlert (2008)
Read Deming & Cracolice (2004)
Curriculum Project The curriculum project is the development of a
complete learning cycle curriculum package
covering one major topic in high school
chemistry, constituting about 1.5 weeks of
student activities. (See
www.inquirychemistry.com curriculum unit
The Combined Gas Law for example of a
representative curriculum project)
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
c) plan assessments to
monitor and evaluate
learning of science
concepts and methods
of scientific inquiry;
and
Student Assessment
1. Classifying test items
2. The drawbacks of typical homework problems
3. Lab report guidelines
4. Science fair projects
5. Portfolio assessment
6. Concept map assessment
7. Misconceptions in Science
8. Constructing Exam Questions to Evaluate
Student Learning
Homework: Read Lawson (1996) pp. 261-299;
Read Nicoll et al. (2001) (see attached handout for
summary of concept map rubric)
Content Knowledge Exam
Candidate’s content knowledge will be assessed
using 15 conceptual questions similar to the
American Chemical Society’s conceptual
exams (versions 1996 and 2001) or Praxis II –
(Appropriate Science Content Exam for
major)
Procedural Knowledge Exam
Candidate’s Higher-Order Thinking Skills
(HOTS) will be assessed as a pretest at the
beginning of the semester and as a posttest in
the final week of the semester using the
Classroom Test of Scientific Reasoning from
Lawson (1978) as well as the dynamic, online
HOTS Test administered by The University of
Deming – CHEM 311 11 of 15
Assessing Procedural Knowledge Using Piagetian
Tasks
1. The Development of Higher-Order Thinking
Skills
2. Description of Piagetian Tasks of Formal
Operations
Homework: Read Lawson (1996) pp. 42-67, 436-445;
Design a reasonable method for testing each of these
thinking skills using common items found in a science
classroom
Montana.
Lawson, A.E. (1978). The development and
validation of a classroom test of formal
reasoning. Multiple choice version revised,
August 2000. Journal of Research in Science
Teaching, 15(1), 11-24.
d) justify and defend,
using knowledge of
student learning,
research in science
education, and
national science
education standards, a
given instructional
model or curriculum;
Research on the Learning Cycle and Other
Educational Theories
1. The Central Purpose of American Education
2. Effectiveness of learning cycle
3. Vygotsky’s Zone of Proximal Development
4. The Research and Theories of Shayer and Adey
5. The Role of The Teacher During Inquiry
Instruction
6. The role of inquiry in the state and national
science standards
Homework: Read Lawson (1996) pp. 387-397, 418-432;
(see attached ZPD Assistance Flowchart)
Posttest and Retrospective Pretest of
Professional Development
(modified version of Lamb & Tschillard
(2005)) Assessment was designed to determine
the impact of a professional development
workshop or program by allowing participants
to describe how their conceptions of teaching
changed as a result of the program. (see
attached test)
Lamb, T. A., & Tschillard, R. (2005).
Evaluating learning in professional
development workshops: Using the
retrospective pretest, Journal of Research in
Professional Learning (pp. 1-9): National Staff
Development Council.
2) [A teacher must
understand] safe
environments for learning
science as evidenced by the
ability to:
a) use required safety
equipment correctly in
classroom, field, and
laboratory settings;
Safe Storage and Use of Chemicals
1. Introduction to Online Chemical Ordering
Tools
2. Searching and Use of MSDS
3. Safe Chemical Use and Storage
4. Laboratory Safety
Homework: Review attached Chemical Safety handout
and Laboratory Safety Agreement
Curriculum Project
Inclusion of safety considerations, MSDS, and
related safety equipment items for classroom
use in project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
b) describe, using
knowledge of ethics
and state and national
safety guidelines and
restrictions, how to
make and maintain a
given collection of
scientific specimens
and data;
Action Research in the Classroom
1. Teachers as Researchers
2. Gathering Data on Teaching Effectiveness
3. Protecting the Learner from Trivial
Measurements
4. The Rights and Privacy of the Learner
Homework: Complete the online tutorial provided by
WSU regarding Human Subjects Research
Responsible Conduct in Research
Human Subjects Education Module
Successfully complete the WSU online
assessment for Human Subjects Research (score
of 80% or above required)
c) describe, using
knowledge of ethics
and state and national
safety guidelines and
restrictions, how to
acquire, care for,
handle, and dispose of
live organisms;
Safe and Appropriate Care of Organisms 1. Safety contracts
2. Safety exams
3. Safety presentations
4. Ethical treatment vs. student knowledge
acquisition
Homework: Construct biological safety guidelines for
classroom
Curriculum Project
Inclusion of safety considerations, contracts,
ethical treatment handouts, biological safety
guidelines for classroom handout, and related
safety equipment items for classroom use in
project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
d) describe, using state
and national
guidelines, how to
acquire, care for, store,
use, and dispose of
given chemicals and
equipment used to
teach science;
Safe Storage and Use of Chemicals
1. Introduction to Online Chemical Ordering
Tools
2. Searching and Use of MSDS
3. Safe Chemical Use and Storage
Homework: Review attached Chemical Safety handout
Curriculum Project
Inclusion of safety considerations, MSDS, and
chemical preparation/storage items in project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
Deming – CHEM 311 12 of 15
e) implement safe
procedures during
supervised science
learning experiences in
the public schools; and
Safe Storage and Use of Chemicals
1. Introduction to Online Chemical Ordering
Tools
2. Searching and Use of MSDS
3. Safe Chemical Use and Storage
Homework: Review attached Chemical Safety handout
Curriculum Project
Inclusion of safety considerations, MSDS, and
related safety practices and procedures for
classroom use in project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
f) develop a list of
materials needed in an
elementary science
safety kit
Safety and First Aid
1. Notable safety items for all science classrooms
2. Procedures for first aid
3. Student privacy and timely safety intervention
4. When things go wrong
Homework: Paper on recent laboratory accident,
including event, safety guidelines in place at time of
event, which (if any) guidelines not followed, and what
changes have been made to the guidelines in response
Curriculum Project
Inclusion of safety considerations, MSDS, first-
aid procedures, student privacy concerns,
materials list for a classroom science safety kit,
and related safety practices and procedures for
classroom use in project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
3) [A teacher must
understand] how to apply
educational principles
relevant to the physical,
social, emotional, moral,
and cognitive development
of preadolescents and
adolescents;
Patterns of Thinking by Scientists and by
Adolescents
1. Creative and critical thinking skills
2. The nature of adolescent thinking
3. Scientific Thinking Patterns
4. Brain Physiology and Growth from Childhood
to Adult
Homework: Read Lawson (1996) pp. 42-67.
Stages in the Development of Procedural Knowledge 1. Piaget’s theory
2. Lawson’s Stage Theory
3. Relation between procedural and declarative
knowledge
4. How do these types of thinking patterns
develop?
Homework: Read Lawson (1996) pp. 100-131; see
handout of thinking skills performance descriptors K-12.
Curriculum Project
Inclusion of students’ emotional and cognitive
development considerations, thinking skills
performance descriptors handout, as well as a
description of potential conflicts, in curriculum
project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
4) [A teacher must
understand] how to apply
the research base for and
the best practices of middle
level and high school
education;
Characteristics of Effective Science Instruction 1. Lesson characteristics
2. Characteristics of student behavior
3. Characteristics of teacher behavior
4. Characteristics of effective questioning
5. Traditional Instructional Cycles in Science
6. Inquiry Instruction
7. Keeping inquiry going and “covering” content
8. The Learning Cycle and its Applications
Homework: Read Lawson (1996) pp. 177-208.
Learning Cycle Test
This assessment is a modified version of the
Odom and Settlage (1996) test to include
current Learning Cycle terminology. It was
designed to inform instructors about their
effectiveness in developing students’
understanding of the learning cycle. (see
attached test)
Odom, A.L. & Settlage, J. Jr. (1996). Teachers’
understandings of the learning cycle as assessed
with a two-tier test. Journal of Science Teacher
Education 7(2), 123-142.
Powerpoint Presentation
Candidate develops and gives a presentation
regarding his/her understanding of inquiry or a
presentation illustrating what inquiry looks like
that could be used in a teaching interview for a
school board or hiring committee
5) [A teacher must
understand] how to develop
curriculum goals and
purposes based on the
central concepts of science
and how to apply
instructional strategies and
materials for achieving
Scientific Knowledge: Its construction and
Development 1. The nature of declarative knowledge
2. Types of concepts
3. Types of conceptual systems
4. Mental structures and the process of self-
regulation
5. How do thinking patterns function in adult
Reformed Teaching Observation Protocol
(RTOP)
The RTOP (Sawada et al., 2000) will be used to
assess candidate’s application of the
professional development experiences
(candidate’s use of new knowledge and skills).
Sawada, D., Piburn, M., Falconer, K., Turley,
J., Benford, R., & Bloom, I. (2000). Reformed
Deming – CHEM 311 13 of 15
student understanding of
the discipline;
thinking?
Homework: Read Lawson (1996) pp. 68-99.
Why Don’t More Teachers Use Inquiry-Oriented
Methods?
1. Resistance to Inquiry
2. Teaching habits
3. Vygotsky’s Theories of Intellectual
Development – Labeling a Concept
4. Facilitating Students’ Understanding of
Scientific Concepts and Theories
Homework: Read Lawson (1996) pp. 209-225;
Cracolice & Deming (2001); Nakhleh (1993); Gabel et
al. (1984)
teaching observation protocol (RTOP) (ACEPT
Technical Report No. IN00-1). Tempe, AZ:
Arizona Collaborative for Excellence in the
Preparation of Teachers.
6) [A teacher must
understand] the role and
alignment of distric, school,
and department mission and
goals in program planning;
Teaching and the Nature of Science 1. Educational purpose
2. The nature of scientific thinking
3. Science and religion
4. The undifferentiated whole
Homework: Lawson (1996) pp. 1-41, 227-232.
Neurological Models of Self-Regulation and
Instructional Methods 1. Basic neurological principles
2. General principles of network modeling
3. Learning in humans
4. Extension of network characteristics to higher
levels of learning
5. Instructional implications of program planning
across preK-12
Homework: Read Lawson (1996) pp. 323-350.
Curriculum Project
Inclusion of MN State and National Science
Standards, brain development timeline,
neuronal pictures, and curriculum threads
throughout Science Standards in project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
7. [A teacher must understand]
the need for and how to
connect students' schooling
experiences with everyday life,
the workplace, and further
educational opportunities;
The Role of Logical and Analogical Thinking in
Knowledge Construction
1. Role of logic
2. Analogies and the relation between “school-
learned” concepts and “everyday” concepts
3. A neurological explanation of memory and
analogical thinking
4. Integrating philosophy, neural modeling,
scientific insight, and instruction
5. Vygotsky’s Theories of Intellectual
Development – Concept Generalization
Phenomenon
Homework: Read Lawson (1996) pp. 351-386.
Curriculum Project
Inclusion of topics and experiences “relevant”
to students, as well as Concept Generalization
Phenomenon flowchart example in project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
8. [A teacher must understand]
how to involve representatives
of business, industry, and
community organizations as
active partners in creating
educational opportunities;
Service Learning and the Science Classroom 1. What is service-learning?
2. Promoting volunteerism
3. Engaging the local community in educational
projects and site-based learning
Homework: Read Cracolice & Ward (1998)
Curriculum Project
Inclusion of topics for potential service learning
opportunities, draft letters to industry and
community organizations describing creative
educational opportunities, as well as Concept
Generalization Phenomenon flowchart example
in project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
9. [A teacher must understand]
the role and purpose of
cocurricular and
extracurricular activites in the
teaching and learning process;
Principles of Curriculum Development and
Implementation
1. Using field trips to provoke self-regulation
2. Student field work
3. Student learning in non-traditional settings
Homework: Read Lawson (1996) pp. 254-260.
SCIE 201 – field trip Work with SCIE 201 faculty to set up field trip
for class
Curriculum Project Construct teacher guidelines for setting up field
trips; identification of alternative learning
Deming – CHEM 311 14 of 15
opportunities for students
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
10. [A teacher must
understand] the impact of
reading ability on student
achievement in science,
recognize the varying reading
comprehension and fluency
levels represented by students,
and posess the strategies to
assist students to read science
content more effectively; and
Students’ Reading Ability and Their Potential to
Learn 1. English as a second language
2. Assessing students’ knowledge using non-
verbal diagnostic measures
3. Importance of reading science for
comprehension
4. The importance of data from which the student
can generate a concept
5. The use of fiction to enhance reading ability
(e.g., Cantor’s Dilemma)
Homework: Read Musheno & Lawson (1999).
Curriculum Project
Inclusion of ESL science program examples,
list of various nonverbal diagnostic measures,
description of the importance of inquiry in
these environments, as well as list of fiction
examples to be included in project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
11. [A teacher must
understand] how to apply the
standards of effective practice
in teaching through a variety
of early and ongoing clinical
experiences with middle level
and high school students
within a range of educational
programming models.
Directions for Future Research and Development
1. Conceptions and misconceptions
2. Motivation and assessment
3. Sequencing and selecting content
4. New technologies
5. Teacher education and professional growth
6. Other currently popular methods
7. Project 2061
8. Standards of effective practice in the
classroom
Homework: Observe CHEM 108 or similar course to
experience inquiry in a science education setting;
develop and implement lesson plan which reflects the
standards of effective practice.
Curriculum Project
Inclusion of relevant misconception literature
citations, Project 2061 summary, and
professional growth opportunities in project
AAAS - Project 2061 - Identifying Curriculum
Materials for Science Literacy_ A Project 2061
Evaluation Tool
Lesson Plan Develop and implement lesson plan which
reflects the standards of reflective practice
Professional Education
Unit Core Beliefs
Reflective Practice and Continuous Improvement
1. New Faculty Community of Practice data-driven
decision-making
Responsive Classroom (to global context)
1. This semester includes six training sessions of
Cognitive Acceleration due to our collaborative
work with the Winona Public Schools STEM
school as well as with Winona Area Catholic
Schools
Advocacy – For Education 1. Discuss “The Real Cost of Public Schools” from a
political context, in order to develop a professional
response to the current political climate in
Wisconsin
Deming – CHEM 311 15 of 15