Graduate Course Proposal Form Submission Detail - SCE7636
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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; Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. Submt 7699 approved as 7636 eff 9/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 3013 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 7636 Advanced Trends in Science Education Is the course title variable? Y 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) Advanced Trend Sci Ed Course Online? Percentage Online C - Face-to-face (0% online) 0
The purpose of this course is to provide students with an advanced forum for interactive discussions of seminal and recent trends as they are conceptualized in contemporary science education research literature and realized in practice.
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.)
Extensive international scholarship in the Science Education community. The instructor should have a doctoral degree.
- Other Course Information
• To convey seminal trends and scholarship central to science education.
• Students will develop a personal model of scientific literacy that reflects the comprehensive nature of science and apply its possible effects on classroom curricula and pedagogy.
• Students will actively participate in educational significant ways to a “community of scholars” as they interact with the professor and one another in class.
Students will critically question, examine, engage in argumentation and discourse in relation to varied epistemological stances presented in readings and discussion.
B. Learning Outcomes
Students will demonstrate comprehensive understanding of seminal trends in scholarship in Science education. Students will identify varied views of scientific literacy and how those views reflect the nature of science.
Students will demonstrate scientific literacy by incorporating current scholarship into a position paper about trends in science education.
Students will lead and review class readings to their peers
Students will argue and debate the merits of varied methodlogical approaches to scholarship.
C. Major Topics
Scientific literacy in science education.
Philosophical aims of science education.
Classical views of utilitarianism and morality.
The educational formation of conscience.
Qualitative inquiry in practice in science education.
Green, T.F. (1999). Voices: The educational formation of conscience. University of Notre Dame Press: Notre Dame, Indiana. (ISBN – 0-268-01924-X)
Eisner, E.W. (1991). The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York: Macmillan Publishing Company. (ISBN – 0-023-32125-3)
Harris, S. (2010). The moral landscape: How science can determine human values. New York: Free Press. (ISBN – 978-1-4391-7121-9)
These books are considered seminal works for the field of science education.
E. Course Readings, Online Resources, and Other Purchases
Sam Harris, (2010). Moral Confusion in the Name of “Science” (Read in Class)
Douglas Roberts (1997). Scientific Literacy/Science Literacy (Note: Most of you are familiar with this book chapter. If you have not read it, consider skimming it for the first class. If you have read it, consider skimming it for the first class to re-familiarize yourself with its central thesis.
Kohlberg & Mayer (1972.) Development as the Aim of Education
Dewey (1938). Experience and Education
No Class (Invited Lectures, Ewha University, Korea)
Read for following week: John Stuart Mill (1879). Utilitarianism
Read for following week: Sam Harris (2010). The Moral Landscape: How Science Can Determine Human Values
Discussion of Mill and Harris
Tom Green (1999). Voices: The Educational Formation of Conscience (Chapters 1-3)
Isabel Martins (2011). Literacy as Metaphor and Perspective in Science Education
Tom Green (1993). Values: Linguistic Conjecture, Constructive Venture
Tom Green (1999). Voices: The Educational Formation of Conscience (Chapters 4-7)
Norman Lederman & Judith Lederman (2011). The Development of Scientific Literacy: A Function of the Interactions and Distinctions Among Subject Matter, Nature of Science, Scientific Inquiry, and Knowledge About Scientific Inquiry
Elliot Eisner (1991). The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice (Chapters 1-6)
Elliot Eisner (1991). The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice (Chapters 7-11)
Dana Zeidler & Troy Sadler (2011). An inclusive view of scientific literacy: Core issues and future directions of socioscientific reasoning.
Summative Analysis I – Translation to Science Education Scholarship and Practice
Summative Analysis II – Translation to Science Education Scholarship and Practice
F. Student Expectations/Requirements and Grading Policy
1) 10% Contribution to class seminars and completion of in-class assignments
2) 40% Lead Facilitator(s) for in-class reading(s)
3) 20% Summative Analysis I
4) 20% Summative Analysis II
5) 5% Presentation of Summative Analysis I
6) 5% Presentation of Summative Analysis II
All assignments must be typed. The nature and guidelines for specific assignments will be discussed in class.
G. Assignments, Exams and Tests
Summative Analysis I and II
Presentation of Summative Analysis I and II
Recall that the overarching purpose of this course is to explore literature outside the “narrow” domain of science education but with implications toward a holistic view of science education “proper.” We have done so by drawing on scholarship from philosophy, sociology, psychology and varied epistemological stances about foundational epistemological knowledge about the world – all with an eye toward situating science education (proper) in that world.
Your venture is to select two areas of interest (as narrowly defined and focused as possible) and write a short analysis of each of those two topics (i.e., two separate papers) in terms of:
1) Explaining the conceptual stance (position) for that area;
2) Examining the underlying epistemological assumptions for that area;
3) Arguing the theoretical importance of that area toward our understanding of some important feature of science education (research, curriculum development, classroom pedagogy, teacher education, evaluation, learning theory, etc.)
4) Connect that area to some empirical and/or conceptual scholarship in the science education literature – using 2-4 key references.
Each of the two papers is to be between 5 to 8 double -spaced (12 point font) pages in length (plus references). Grammar, sentence structure, syntax, clear meaning, supported arguments and all around sporty scholarship are all are part of my conceptual and cognitive preferences when I read these papers.
The first of your two topics will be presented on July 10, while the second will be presented July 17. (Note: Both papers are due on Wednesday, July 18 by 5:00 pm and should be send to me via email to Zeidler@usf.edu. Please put “Advanced Trends Papers” in the header. A letter grade will be deducted for each paper if it is late.)
Presentation: Each student will be called to present their topic to a “community of scholars” (i.e., YOU, the collective class). Students will be selected randomly or in order that you irritate me that particular day for each presentation. You may use PP if you wish (although that is not required). If so, please have your PP on a thumb drive or sent to me via email before class begins. Your presentation should be 8-10 minutes long and we will allow 5 minutes for discussion. (Each presenter is encouraged to have at least one “starter” question for the class.) Please do not think me rude (more than is humanly possible for someone with roots in New York) if I stop the discussion abruptly in order to maintain our class time schedule. And yes – because inquiry minds want to know – You (the collective class once again) are free to bring in treats, snacks and/or food of more sustenance for these last two classes if you so wish to organize that venture amongst yourselves!
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. 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
Ph.D. in Curriculum and Instruction concentration in Science Education
- Course Concurrence Information