Bertram C. Bruce (Chip)
C&I 440 A
Theory and Practice in Classroom Science
Semester: Fall, 1993 Instructor: Bertram Bruce Time: Monday, 4-7 p.m. Office: 387 Education Place: 4 Education Tel: 217-244-3576, -8286 Call number: 02586 Email: chip@uiuc.edu This course focuses on the teaching and learning of science in social contexts, emphasizing public school classrooms, but including settings such as after school programs, clubs, parks programs, and others in which students learn. It examines the relations of science learning to communication, collaboration, theme studies, interdisciplinary learning, new technologies, classroom diversity, and to other parts of the curriculum. It is intended for those interested in inquiry-based education as well as to those with special interests in science learning at all levels.
There are three broadly defined and interrelated goals for the course. The first goal is to understand more about the social and cognitive processes by which students learn science concepts and develop the ability to engage in scientific inquiry. Readings in this area examine learning in social contexts, and include the works of Dewey, Vygotsky, and other scholars. An important aspect of this investigation is to learn about approaches used to study science learning in non-experimental settings. The second goal is to understand relations between science learning and other parts of the curriculum. Readings and activities here will explore connections between science and mathematics, social studies, reading, writing, and the use of new technologies. The third goal is to explore ways to improve the teaching and learning of science, especially through the development of integrated curricula.
Course activities
Students will read current research on science education and study a variety of approaches for supporting learning in science. They will analyze critically the relationships among the methods of study, the researchers, the questions asked, and the answers found. Each student will be expected to participate in discussions of readings throughout the semester and to lead at least one discussion session. I will be available to collaborate in preparing a frame for the discussion. Readings for the course will be drawn from a set of books (see below) as well as from various other articles and book excerpts. The latter will be made available in packets at a copy center, on library reserve, on a shelf in 390 Education, or distributed as handouts.
In addition, students will write for each other, write reactions to readings, and respond to each other's writing. They will use electronic mail and consider its potential for science teaching. Class time will include science investigations, analysis of videotapes, and discussions of theoretical and pedagogical issues. The major assignment for the course is a research project with a written product (due November 29). The project could be a theoretical study of an issue in science education, a study of students in the classroom, a report on experiments in teaching, a literature review, a curriculum unit, or other product. The project may be a collaborative one, done with other students in the class or with people outside the class. At least twice during the semester, each student will present ongoing work to the class, once in the early stages to involve other members of the class in thinking about the issues, and later to report on progress (and problems). Students will also be expected to contribute to the research efforts of other students through discussions and written responses to work in progress.
Each student will be asked to turn in a written self-evaluation during the final exam period. This should be based on evaluation of efforts towards meeting personal goals in the course, including the work on the term project, readings, class discussions and presentations, and participation in the learning community. Early in the semester (September 13), each student will turn in a written statement of goals and plans for meeting them. I will schedule periodic individual conferences to discuss these plans and likely changes during the semester.
Schedule
I. Science Learning in Social Contexts
Aug. 30. Introduction to the Course
Video: Lessons on the SeasonsSep. 13: Learning as Cultural Practice
Michaels & Bruce, "Discourses on the Seasons" Rogoff, Apprenticeship in Thinking, pp. 3-61
Vygotsky, Mind in Society, pp. 38-51Sep. 20: Cognitive Apprenticeship
Rogoff, Apprenticeship in Thinking, pp. 65-134
Newman, et al., The Construction Zone, pp. 1-75Sep. 27: Shared Knowledge
Edwards & Mercer, Common Knowledge, pp. 1-61
Vygotsky, Thought & Language, pp. 82-118
Hawkins
Easley
DuckworthOct. 4: Language and Learning
Edwards & Mercer, Common Knowledge, pp. 62-127
Science: Language and Learning Links
II. Science in the Curriculum
Oct. 11: Goals for Science Teaching
Weller
Dewey, The Child and the Curriculum, pp. 3-31
Dewey, The School and Society, pp. 6-62
Rutherford & Ahlgren, Science for All AmericansOct. 18: Mathematics and science
Used Numbers
Reasoning Under Uncertainty
Whitaker, Will Gulliver's Suit Fit?
Video: Finding ¹
Video: What is a handful?Oct. 25: New technologies and science
HyperBio project (Michael Jacobson, Rand Spiro)
Explorer series
Interactive Physics
SimEarth, SimAnt
Bioengineering project
spread sheetsNov. 1: Literacy and Science
Hansen, et al., Breaking Ground, pp. 63-108.
Bruce & Rubin, Electronic Quills, pp. 76-121
Scott, Science & Language Links
III. Science in the Classroom
Nov. 8: Science in Multicultural Classrooms
Video: Cheche KonnenNov. 15: Organizing Science Learning
MacDonell, WEE science (Tom Anderson)
Easley, POEMA
Saul, et al., Science WorkshopNov. 22: Computer-Mediated Communities
National Geographic Kidsnetwork
Video: EarthlabNov. 29: Interdisciplinary Learning
Gamberg, et al., Learning and Loving It, pp. 1-146
Siegel & Borasi
Doris, Doing What Scientists Do
Videos: Reasoning Under Uncertainty, TapeMeasureDec. 6: Cooperative Learning
Gamberg, et al., Learning and Loving It, pp. 195-239
Johnson & Johnson
Slavin
Readings
Borasi, R., Sheedy, J. R., & Siegel, M. (1990). The power of stories in learning mathematics. Language Arts, 67, 174-189.
Bruce, B., & Rubin, A. (1993). Electronic Quills: A situated evaluation of using computers for writing in classrooms. Hillsdale, NJ: Erlbaum.
„Dewey, J. (1956). The child and the curriculum & The school and society. Chicago: University of Chicago Press. (Original works published 1902 and 1915)
Donnan, C. S. (1988). Following our forebears' footsteps: From expedition to understanding. In V. Rogers, A. D. Roberts, & T. P. Weinland, (Eds.), Teaching social studies: Portraits from the classroom (Bulletin No. 82). Washington, DC: National Council for the Social Studies.
Duckworth, E., Easley, J. A. Jr., Hawkins, D., & Henriques, A. (1990). Science education: A minds-on approach for the elementary years. Hillsdale, NJ: Erlbaum.
Easley, J. (1987). A teacher educator's perspective on students' and teachers' schemes. In D. Perkins, J. Lochhead, & J. Bishop (Eds.), Thinking: The second international conference (pp. 507-527). Hillsdale, NJ: Erlbaum.
„Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. New York: Methuen.
„Gamberg, R., Kwak, W., Hutchings, M., Altheim, J., & Edwards, G. (1988). Learning and loving it: Theme studies in the classroom. Portsmouth, NH: Heinemann.
Krol, E. (1992). The whole Internet: User's guide & catalog. Sebastopol, CA: O'Reilly.
Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
MacDonell, E. (1993). Designing an integrated approach to teaching and learning science: A pilot study of WEE Science. Master's Thesis, University of Illinois at Urbana-Champaign.
National Science Foundation (1988). Science for children: Resources for teachers. Washington, DC: National Academy Press.
„Newman, D., Griffin, P. & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press.
„Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. Saul, W., Reardon, J., Schmidt, A., Pearce, C., Blackwood, D., & Bird, M. D. (1993). Science workshop: A whole language approach. Portsmouth, NH: Heinemann.
Scott, J. (Ed). (1993). Science & language links: Classroom implications. Portsmouth, NH: Heinemann.
Siegel, M., Borasi, R., & Smith, C. (1989). A critical review of reading in mathematics instruction: The need for a new synthesis. In S. M. &. J. Zutell (Eds.), Cognitive and social perspectives for literacy research and instruction (pp. 269-277). Chicago: National Reading Conference.