Graduate Course Proposal Form Submission Detail - SCE7076
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13 for Science Ed Conc. Changes. Needs text. Faculty emailed 5/10/13. Updated; GC apprd 10/28/13; to USF Sys 11/21/13; to SCNS 12/3/13, Sub as 7099; Approved as 7076 eff 2/1/14
- Department and Contact Information
Tracking Number Date & Time Submitted 3012 2012-11-27 Department College Budget Account Number Secondary Education ED 172400 Contact Person Phone Dana Zeidler 8139743533 email@example.com
- Course Information
Prefix Number Full Title SCE 7076 Historical,Social, and Epistemological Foundations of Sci Ed 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 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) His, Soc, & Epis Found Sci Ed Course Online? Percentage Online C - Face-to-face (0% online) 0
This course is to provide students with an interactive forum to review, analyze, evaluate and discuss topics related to historical, social and epistemological foundations in science education.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Replacing Selected Topics with Permanent number; already listed in program
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?
This course has been offered regularly as part of the Science Education doctoral program. It is a required course for the degree program.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 3 or more times
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Having scholarship in epistemology in Science Education.
- Other Course Information
1)Students will demonstrate an informed view of the role conceptual analysis in theory-
building in science and science education.
2)Students will identify how epistemological beliefs and thought processes commonly used in philosophy, sociology, cognitive psychology and research methodologies manifest themselves in science education.
3) Students will distinguish among common errors and fallacies in student reasoning and their implications for science education.
4) Students will critically examine, observe, analyze, and reflect on seminal and current research personal epistemology and how those trends inform classroom practice in science education.
B. Learning Outcomes
Students will demonstrate conceptual analysis techniques. Students will apply epistemological stances to research in science education. Students will analyze and evaluate seminal research and apply those trends to classroom practice.
C. Major Topics
Epistemological Modes of Reasoning, Thinking and Cognition in Science Education
II. Conceptual Analysis
Analysis as Reflective Thinking
Analysis of Conceptual Analysis
III.Philosophical Stances on Epistemology
Scientific World Views
Cognitive Structural Views (Cog Structures)
IV.Epistemological Stances in Research
Quantitative and Qualitative Ontological, Axiological and Methodological Commitments
Typical Outcomes of Qualitative and Quantitative Methodologies
Threats to Data Soundness
Ethos and Culture
V.Fallacies, Discourse, Reasoning and Cognition
Developmental Frameworks and the Logic of Operations
Difficulties in Everyday Reasoning
Patterns of Informal Reasoning
VI.The Role of Reflective Judgment with SSI
Reflective Judgment Models Related to Scientific Reasoning
Developing Epistemological Frameworks Related to Evidence-based Reasoning
Controversial Issues, Ill-structured Problems and SSI
Readings will vary each term and selected from contemporary scholarship in science education and related fields, and from:
Handbook of Research on Science Education (2nd Edition) (2014). S.K. Abell & N.G. Lederman (Eds.)
E. Course Readings, Online Resources, and Other Purchases
Seminal and current scholarship and research from Science Education journals and other relevant fields are used.
F. Student Expectations/Requirements and Grading Policy
1) 10% Contribution to class seminars and completion of in-class assignments.
(see Rubric for Evaluating Class Discussions near end of syllabus.)
2) 10% Lead Facilitator(s) for in-class reading(s)
(see Rubric for Evaluating Class Discussions near end of syllabus.)
3) 30% Conceptual Analysis Paper
4) 40% Mini Research Project (Development of Theory and Research-Based Project. Details provided in class)
5) 10% Presentation and Dissemination of Mini Research Project.
+A - Evidence of superior work and performance; a standard by which other professionals in the field may be evaluated. No more than 1 unexcused absence.
+B- Evidence of average work and performance; has demonstrated a high degree of professional growth and achievement. No more than 2 unexcused absences.
+C-Evidence of below average work and performance; has not adequately fulfilled the basic requirements for the course.
D Lack of evidence to demonstrate good or adequate work and/or performance; basic criteria for the course has not been fulfilled.
F- Complete lack of fulfilling criteria for the course.
Note: No grade below C will be accepted toward a graduate degree. This includes C- grades.
G. Assignments, Exams and Tests
1. Robust Participation in Seminars and Completion of all readings assigned for class seminar and participation (which requires one to be thoroughly prepared) during seminars based on class assignments.
2. Lead several class discussions based on assigned readings.
3. Conceptual Analysis Paper (11-12 pages total) Details on last page of syllabus and discussed in class.
4. Literature Review Term Paper that is narrow and focused on related a course topic that synthesizes current (and seminal) theory, scholarship and empirical studies, and connect that research to science education. The intent is that your paper expands upon some topic(s) rather than being redundant of those topics. Accordingly, you should keep an open mind by incorporating various kinds of research (quantitative, qualitative, philosophical or conceptual) from diverse fields of scholarship. The emphasis should be on primary sources of information. It is incumbent upon you to build a thematic case for your position, and provide evidence (documentation and/or analytical) for your claims.
5. Presentation of Term Paper and Demonstration in the form of a mini class seminar and activity. The focus here is that you demonstrate an explicit connection between theory (from the research in number 4 above) and practice. Through this mini activity or demonstration, the implicit and explicit connections to theory ought to be made clear. Further details provide in class.
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: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
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. Its 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
Ph.D. in Curriculum and Instruction concentration Science Education
- Course Concurrence Information