Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - SCE5364
Tracking Number - 1909
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Current Status:
Approved, Permanent Archive - 2005-03-10
Campus:
Submission Type:
Course Change Information (for course changes only):
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Detail Information
- Date & Time Submitted: 2004-09-24
- Department: Secondary Education
- College: ED
- Budget Account Number: 1724
- Contact Person: Elaine V. Howes
- Phone: 8139742816
- Email: ehowes@coedu.usf.edu
- Prefix: SCE
- Number: 5364
- Full Title: Reading and Communication in Science Education
- Credit Hours: 45
- Section Type: D -
Discussion (Primarily)
- 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
- Abbreviated Title (30 characters maximum): Read & Comm Sce Ed
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites: none
- Course Description: This course prepares secondary science teachers to teach literacy practices in science. It includes methods for selecting appropriate reading and language approaches. Communication in science and functional aspects of scientific literacy are examined.
- Please briefly explain why it is necessary and/or desirable to add this course: This course is required in the course sequence of the MAT in Science Education Program. It also fulfills a state requirement for certification.
- 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? This course is required in the course sequence of the MAT in Science Education Program, as well as in the M.A. Plan II program. in science education.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No.
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Because this is a masters level course, anyone teaching it will have a Ph.D. The three faculty members in the science education program are all qualified to teach this course.
- Objectives: 1) identify student-appropriate reading/mathematical materials for classroom use, including articles, graphs or other materials in current events.
2) accommodate the social dimensions of reading and language among adolescents.
3) recognize and employ strategic reading approaches (e.g. CRISS, Jig Saw, Vocabulary Development, Retellings, Portfolios, QAR, Readability Assessment).
4) develop assessment strategies related to student outcomes in science that relate to language concepts within the curriculum.
5) apply functional aspects of scientific literacy (e.g. detecting bias, inference, unstated assumptions, evaluating claims and support in popular media, understanding directions, etc.)
- Learning Outcomes: Students will demonstrate their understanding of the relation of the science literacy basics to their by submitting science/teacher related projects and class participation activities. Use of current events, especially from newspapers as well as periodicals will constitute a significant part of the course content/evaluation and cannot be specified prior to a given term. Student outcomes will include (but not be limited to):
• Reading/Learning Log. Entries will demonstrate understanding of teaching techniques focused on reading and the other basic skills in science content.
• School Observations Log. Will include reflections and observations by the students during the observation at school sites. Specific attention will be placed on reading skills in the content area.
• Science Lesson Plan. Drawing on grade appropriate science methods, this document will include instructional goals and objectives; detail the instructional process; and include all the required materials needed to teach. The emphasis will be on the development of reading skills in a science classroom.
• Mini-Teach. A portion of the Science Lesson Plan developed by the student will be taught, demonstrating understanding of teaching skills discussed in the course and effective communication skills. All students must successfully complete the teaching simulation to receive a passing grade in the course.
• Attendance & Professionalism. Students will be present and on time for all class meetings and will participate in classroom discussions and presentations.
• Exams or Tests will evaluate student knowledge of all major topics studied.
- Major Topics: -The cognitive development of middle/high school students and its relation to science content and skills
- The teaching of scientific literacy to diverse student populations
- The teaching of the language of science, application of language practices, interpreting data, content selection strategies with emphasis upon literacy practices.
- Textbooks: Wellington, J. & Osborne, J. (2001). Language and literacy in science education. Philadelphia: Open University Press.
Barton, M. L. & Jordon, D. L. (2001). Teaching reading in science: A supplement to Teaching reading in the content areas: If not me, then who?. Aurora, CO: Mid-continent Research for Education and Learning.
Significant use of the library, Internet and current events will be necessary for the students. Recommended sources related to teaching “basic skills” as they relate to science would include: Journal of Research in Science Education, Science Education, School Science a
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.