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Graduate Course Proposal Form Submission Detail - SCE7345

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Current Status: Approved by SCNS - 2013-10-11
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13 for Science Ed Conc. Changes. Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. Subm 7290 approved as 7345 eff 9/1/13

  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2994 2012-11-04
    Department College Budget Account Number
    Secondary Education ED 172400
    Contact Person Phone Email

  2. Course Information

    Prefix Number Full Title
    SCE 7345 Theories and Practices of Science Teaching and Learning

    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) -
    Abbreviated Title (30 characters maximum)
    Science Teaching and Learning
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0



    Course Description

    This course will address historical and contemporary theoretical frameworks for teaching and learning and how they inform science teaching and science education research.

  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    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?

    Required for science education PhD program.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 1 time

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    PhD. in Science Education or related field

  4. Other Course Information

    A. Objectives

    The students in this course will learn:

    1. The means and ends of education and their role in curriculum, teaching, and research


    2. How public perception and media influences the means and ends of education and curriculum, teaching, and research decisions-particularly in science education.

    3. The historical and contemporary philosophies, ideologies, and theories in education (e.g. realism, progressivism, critical theory) and how these influence science education (e.g. research, curriculum, teaching).

    4. How to identify and critique a philosophical and ideological position taken in regard to science education teaching and research.

    5. The operational and formal curriculum present in science education.

    B. Learning Outcomes

    1. The students will articulate the desired means and ends of education and their role in curriculum, teaching, and research decisions-particularly in science education.

    2. The students will describe how media influences public perception about the means and ends of education and curriculum, teaching, and research decisions-particularly in science education.

    2. The students will identify and be able to describe the foundational historical and contemporary philosophies, ideologies, and theories present in education and how these influence science education

    3. The students will identify and critique their own philosophical, ideological and theoretical position regarding science education and articulate the pros and cons of that position.

    4.The students will identify and critique the prominent philosophical, ideological and theoretical positions regarding education and science education, and articulate how these positions are operationalized through research, policy, curriculum, and teaching decisions.

    5. The students will analyze research and/or curriculum in science education. Critique that work’s philosophical, ideological, and theoretical position and put forth an alternative and applicable philosophical, ideological and theoretical position.

    C. Major Topics

    1. Historical philosophical and theoretical frameworks for education and how those frameworks inform current science education research and practices (e.g., reformed-base practices, inquiry, curriculum development).

    2. Theories and claims about how people learn and their influence on science education research and pedagogical practices.

    3. The characteristics of “lenses” often employed in education (e.g., postmodernism, critical theory, TEK, constructivism) and the implications for research, teaching, curriculum development and facilitating children to become members of society.

    D. Textbooks

    Postman, N. (1996) The end of education: Redefining the value of school. Vintage Books

    Gutek, G. L. (2004) Philosophical and ideological voices in education. Pearson

    Eisner, E. W. (1994) The educational imagination: On the design and evaluation of school programs. Prentice Hall

    Hodson, D. (2009) Teaching and learning about science: Language, theories, methods, history, traditions and values. Sense

    All texts are seminal works in the fields of education and science education.

    E. Course Readings, Online Resources, and Other Purchases

    Cobern, W. W. (2001) In defense of realism: It really is commonsense. Paper presentation at the tri-annual International History, Philosophy and Science Teaching Group Meeting, November 7-11, 2001, Denver, CO.

    Osbourne, J. F. (1996) Beyond Constructivism. Science Education, 80 (1) 53-82.

    Garrison, J. (1997). An alternative to Von Glaserfeld’s subjectivism in science education:

    Deweyan social constructivism. Science Education.

    Mayhew, K. C. & Edwards, A. C. (1936) The Dewey school: The laboratory school of the University of Chicago. D. Appleton-Century Company, New York

    King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco:

    Jossey Bass.

    Calabrese Barton, A. (2001) Science education in urban settings: Seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching 38(8) 899-917.

    Davson-Galle, P. (2008) Why Compulsory Science Education Should Not

    Include Philosophy of Science. Science & Education (2008) 17:677

    Kegan, R. (1994). In over our heads: The mental demands of modem

    life. Cambridge, MA: Harvard University Press.

    Coburn & Loving (2000) Defining “Science” in a multicultural world: Implications for science education. Science Education (85) pp. 50-67

    Latour, B. (2004) Why has critique run out of steam? Critical Inquiry 30: 225-248

    The Constructivist Perspective: Implications and Teaching Strategies for Science by Walter L. Saunders (1992). School Science and Mathematics, 92(3):136-141.

    Pashler, H. McDaniel, M. Rohrer, D. & Bjork, R. (2009) Learning Styles: Concepts and evidence. Psychological Science in the Public Interest 9(3) 105-119

    Kruse, J. (2009) Learning Theories: Pillars of Decision Making, Iowa Science Teachers Journal, 36(2).

    Teaching For Conceptual Change: Confronting Children’s Experience by Bruce Watson and Richard Konicek (May 1990). Phi Delta Kappan, 71(9):680-685

    Using Theory to Guide Practice: Teaching Science From a Constructivist Perspective by Ken Appleton (1993). School Science and Mathematics, 93(5):269-274.

    Feldon, D. (2005) Dispelling a Few Myths About Learning , UrbanEd

    Clough, M. P., Berg C. A. & Olson J. K. (2009). Promoting effective science teacher education and science teaching: A framework for teacher decision-making. International Journal of Science and Mathematics Education, 7(4) 821-847

    F. Student Expectations/Requirements and Grading Policy

    Participation (20%) Means to What End? Interview (10%)SOCS (10%)Article Response/Presentation (30%)Science Curriculum/Teaching Analysis & Revision Project (20% paper and 10% presentation)

    Grades will be assigned as follows:

    A 94-100

    A- 90-93

    B+ 87-89

    B 83-86

    B- 80-82

    C+ 77-79

    C 73-76

    C- 70-72

    D+ 67-69

    D 63-66

    D- 60-62

    Failing below 60

    G. Assignments, Exams and Tests


    Intro/Current State of Science Education

    Postman Ch. 1-4


    Get books!


    The End(s) of Education

    Postman— Ch. 5-end


    History/philosophical foundations of Education

    Gutek Ch.1-6, 8

    Means/Ends Interview


    Ideologies in Education

    Gutek Ch. 9-14

    Eisner Ch. 3


    Theoretical Perspectives in Education/How People Learn

    Gutek Ch 15-19


    Begin Article Response


    Philosophical, Ideological, and Theoretical Frameworks in Science Ed

    Cobern (2001)

    Matthews (1994) Chap 1

    REALISM in SCI and curriculum approaches


    Philosophical, Ideological, and Theoretical Frameworks in Science Ed



    Philosophical, Ideological, and Theoretical Frameworks in Science Ed

    Calabrese-Barton (2001)

    Davson-Galle (2008)

    Constructivism in sci Ed and pragmatic


    Criticism and Critiques of Ed Frameworks in Science Ed

    Calabrese-Barton (2001)

    Davson-Galle (2008)

    Latour (2004)

    Cobern & Loving (2000)

    Klotz (1993) Portland Baseline Essays

    Criticism of CT and Multiculturalism


    Article Response Presentations/ What is Scientific Literacy?

    Deboer (2000)

    Hodson Ch 1.

    Article Response Due


    Article Response Presentations/ Educational Frameworks: Implications for Science Education

    Hodson Ch 3-5


    Educational Frameworks: Implications for Science Education Practices

    Hodson Ch. 6-8, 10



    Educational Frameworks: Implications for Science Education Practices

    Clough et al. (2009)


    Feldman ActionResearch Article


    Educational Frameworks: Implications for Science Education Practices



    Evaluation of Science Curriculum/Teaching

    Curriculum Project Due/Present Project


    Finals Week

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    this course follows all USF policies:


    J. Program This Course Supports

    Science Education

  5. Course Concurrence Information

- if you have questions about any of these fields, please contact or