Graduate Course Proposal Form Submission Detail - SCE6338
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- Department and Contact Information
Tracking Number Date & Time Submitted 1615 2007-11-14 Department College Budget Account Number Secondary Education ED 172400 Contact Person Phone Barbara Spector 9744254 firstname.lastname@example.org
- Course Information
Prefix Number Full Title SCE 6338 Methods for Interpretive & Transformative Standards Based Educ Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 D - Discussion (Primarily) R - Regular Abbreviated Title (30 characters maximum) Meth Interp Trans Std Based Ed Course Online? Percentage Online -
Current theories from research in brain physiology, cognitive psychology, & sci educ explaining how humans of all ages learn to make meaning from experiences are translated into practice to bridge the gap between information and understanding.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Course is part of the Graduate Certificate in Informal Institutions Marine and Environmental Education
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
Course is part of a required sequence in the certificate
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
- Other Course Information
Purpose: Provide knowledge, skills, tools, and techniques for individuals to serve as interpreters and translators at the interface between an audience and science and technology, thereby bridging the gap between information and understanding (meaning making).
Learners will be able to
a)Provide sense and meaning to the science and technology facts being addressed
b)Determine what a specific audience needs
c)Produce alternative designs for learning opportunities
d)Support the school standards movement and accountability movement
B. Learning Outcomes
Students will be able to provide sense and meaning to the science and technology facts being addressed, determine what a specific audience needs, produce alternative designs for learning opportunities and support the school standards movement and accountability movement in an informal setting by journal and paper writing, informal science/ teacher related projects, and class participation activities. Specific lists of graded assignments with due dates, while always reflecting the course goals and content outline listed above, may vary on given terms. Therefore, each student will be given a specific, updated list of course assignments and a class calendar for the given term at the first class meeting.
•Online Reading/ Learning Log. Students will keep an extensive reflective journal of the integration of meanings being constructed from the learning experiences. This assignment is intended to (a) provide experience with writing as a vehicle to learn, (b) serve as a learning log to let individuals and others in the class understand how each of them is making sense of the learning experiences, and (c) be a stimulus for discussion among this community of learners.
•Portfolio. Identify one research content area. Create a portfolio including programs to be implemented in a specific organization, one for each of the following audiences: teachers, onsite school groups, families, and camp groups. Identify the intended outcomes(s) to viable action programs. Describe the thinking used to translate the desired outcome into a viable action program.
•Implementation Plan Students will design an implementation plan. Explain why you selected the steps in the plan. Students will also cite the literature supporting the action strategies and describe how to evaluate the impact of the plan and rationale for the evaluation plan. Implement the plan and evaluate it.
•Attendance and Professionalism. Students will be present and on time for all class meetings and will participate in classroom discussions and presentations.
C. Major Topics
Free choice facilities: role in society locally, nationally, and globally
Transferring versus transforming information
Varied communication tools and vehicles
Learning through inquiry
Story telling to transform science and technology facts
•Explaining the history and future impact of particular facts on our lives
•Questioning strategies to create meaning,
•Exhibit design translating science and technology facts
Develop insight and design ways to generate a “need to know” in order to fit a specific aspect of science or technology into what varied audiences want.
•School class, Elderhostel group, family, scouts/4H and other youth groups, home schoolers, private versus public school, teachers, teenagers, corporate audiences coming for team building and wanting to learn science and technology content available on site.
•Working with various configurations of site attendees, including group’s dynamics (e.g.,birthday parties, camps).
•Matching message to prior knowledge and sensitivities of individuals in an
audience e.g., learning styles; belief systems; economic, racial, and ethnic, diversity (diversity training).
Determining desired outcome within real time constraints in various agency situations
•Twenty minute reality compared to longer time frames
•Determining intended outcomes
•Determining appropriate expectations for impact on daily life behaviors
•Writing action objectives to match intended outcomes
•Evaluating impact of implementation of actions
Characteristics of positive communications
•problems individuals can solve versus those they cannot solve
Using information technology
•Real (and near real) time data
•producing, managing, and transforming data
Relating the standards movement (national and state) and the accountability movement to informal education
Griffin, Janette. (2004) Research on students and museums: Looking more closely at the students in school groups. Science Education 88 (Suppl. 1) S59-S70 © 2004 Wiley Periodicals, inc.
Rivet, Ann and Barton, Angela. Using a Transormative Reserarch Lens to Develop School-Wide Inquiry Science Curricula for Urban Schools. April 5, 2004.
Polman, Joseph and Roy D. Pea. Transformative communication as a cultural tool for guiding inquiry science. Science Education. April 5, 2001. Vol. 85, Issue 3, pg. 223-238.
Jacobsen, d. Michele. Building Different Bridges Two: A Case Study of Tra
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information