EDCI 6342 - Models and Methods in Science Education
COE Conceptual
Development and Knowledge Base
The conceptual framework contains four core concepts, which
are themes through which we organize and deliver our programs; hence they are
central to our vision of professional educators and scholars. These include:
- Interculturalism
- Interrelatedness
- Inquiry
- Pedagogical Leadership
College of Education
(COE) Mission Statement
- To prepare highly skilled professionals to assume roles and positions in teaching, research, educational leadership, and human development.
- To provide undergraduate and graduate programs based on proven best practice, knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner.
- To continuously develop a dynamic local, state, national, and international, dimension that promotes innovations and contributes to scientific educational, economic, and social change.
College of Education
(COE) Vision Statement
The vision of the College of
Education is to be consistently recognized as fully-accredited and as a
nationally and internationally respected college in the areas of science,
mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing
teachers, counselors, administrators, educational researchers, and professional
at all levels, not only for the school system but for other economical and
service areas which require training, human resources, development and
life-long learning.
Teacher preparation programs of
the College of Education will be central to the mission of the University and
will have national prominence. It will
be at the forefront in programs for English Language Learners and, through
teacher preparation, P-16 and life-long education initiatives will be a model
for helping to close the student achievement gap.
All of these will require the COE
to be noted for the quality of its graduates, the scholarship of its faculty,
and the leadership and service they provide to the local, regional, and
national educational communities in the previously mentioned areas.
Note: Be
advised that the College of Education conducts ongoing research regarding the
effectiveness of the programs. You will
receive one survey in the final semester prior to graduation regarding the
operations of the unit during your time here.
A second survey will occur within one year following graduation from or
completion of a program, and will be sent to your employer. This survey will focus on the preparation
received at UTB/TSC. Please remember
that your response to these surveys is critical to UTB/TSC excellence.
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Department of Teaching, Learning &
Innovation
EDCI 6342. 01 – Models and Methods in
Science Education
Fall 2013
College of Education
Department of Teaching, Learning and Innovation
Instructor: Reynaldo Ramirez, Jr., Ed.D.
EDBC
1.308B
Office:
(956) 882-7255
Office Hours: Monday,
4-5 p.m.
Tuesday, 3-5 p.m.
Thursday,
3-5 p.m.
Friday
- By appointment
Course Catalog
Description:
Special topics in science
education related to science pedagogy, inquiry models of science instruction, integration of content areas, coordinated-thematic
science teaching, authentic assessment methods in science education, fostering
science process skills and critical thinking skills, and laboratory methods.
May require fieldwork. May be repeated for credit when the topics vary. Lec 3,
Cr 3
Required Texts:
- No textbook for this class.
- Instructor will specify technology programs and applications.
- Instructor will specify research material and readings.
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COURSE CONCEPTUAL FRAMEWORK AND KNOWLEDGE BASE
Course Description
Expanded and Purpose of the Course:
Models and Methods in Science Education provides the
graduate student pursuing a Master of Education in Curriculum and Instruction
with instructional theories and practices associated with science instruction
in a way that increases their ability to positively affect student retention of
science concepts and think critically and implement effective instructional
models and methods.
Course Objectives: align course objectives/slos
with the NCATE and SPA standards as well as the College of Education’s
Conceptual Framework
Course Objective(s)
|
NCATE STANDARD
|
SPA Standard
|
Conceptual Framework
|
Describe and
apply instructional models that are research-based and appropriate to science
instruction for students in the K-12 classroom.
|
· Inquiry
· Issues
· General Teaching Skills
· Curriculum
· Assessment
· Professional Growth
|
· Inquiry
· Issues
· General Teaching Skills
· Curriculum
· Assessment
· Professional Growth
|
· Interrelatedness
· Inquiry
· Pedagogical Leadership
|
Integrate
science content into effectively designed lessons to increase student content
knowledge and achievement.
|
· Content
· Nature of Science
· Inquiry
· Curriculum
· Assessment
· Safety and Welfare
· Professional Growth
|
· Content
· Nature of Science
· Inquiry
· Curriculum
· Assessment
· Safety and Welfare
· Professional Growth
|
· Interrelatedness
· Pedagogical Leadership
|
Develop
instructional methods and applications to teach standards-based science using
thematic and technology-based approaches.
|
· Inquiry
· Issues
· General Teaching Skills
· Curriculum
· Assessment
· Safety and Welfare
· Professional Growth
|
· Inquiry
· Issues
· General Teaching Skills
· Curriculum
· Assessment
· Safety and Welfare
· Professional Growth
|
· Interrelatedness
· Inquiry
· Pedagogical Leadership
|
Recognize
appropriate assessment strategies in the K-12 science classroom.
|
· Curriculum
· Assessment
· Safety and Welfare
|
· Curriculum
· Assessment
· Safety and Welfare
|
· Pedagogical Leadership
|
Develop
content knowledge in the physical, earth, space, and life sciences that is
taught in K-12 classrooms as specified in state and national content
standards.
|
· Content
· Nature of Science
· Inquiry
· Curriculum
· Assessment
· Safety and Welfare
· Professional Growth
|
· Content
· Nature of Science
· Inquiry
· Curriculum
· Assessment
· Safety and Welfare
· Professional Growth
|
· Pedagogical Leadership
|
Develop the
ability to mentor teachers in developing instructional practices that include
integrating science content, content from other disciplines, assessing
student academic progress using authentic and standards-based assessments.
|
· Inquiry
· Content
· Issues
· General Teaching Skills
· Curriculum
· Science in the Community
· Assessment
|
· Inquiry
· Content
· Issues
· General Teaching Skills
· Curriculum
· Science in the Community
· Assessment
|
· Interrelatedness
· Inquiry
· Pedagogical Leadership
|
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TOPICS, LEARNING PROCESSES AND DESIRED RESULTS
Method of Delivering
Instruction:
- Assigned readings, Classroom Activities, Web Resources, and Guided Reflection
- Instructor and Guest Lectures and Class Discussion
- E-mail and Internet Assignments
- Laboratory and Field Work
Written Presentations: All assignments will be
typed, unless specified by the instructor, double-spaced and follow the APA
style. Reflective Journal is a hand-written document.
- Knowledge, skills and dispositions that must be mastered at the end of this unit:
- Describe instructional models used to teach science in lecture, laboratory, and outdoor/field venues including those that incorporate technology.
- Develop and demonstrate the implementation of instructional units that incorporate appropriate instructional methods and models to teach science in a variety of venues including those that incorporate technology.
- Incorporate instructional models and methods in the development of a project based activity that extends from previous course assignments.
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MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY AND EVALUATION
EVALUATION
WEIGHTS AND SUMMMARY
Students will be provided with a
final letter grade based on the following criteria. The instructor reserves the right to
penalize any additional facets of unprofessional and irresponsible work
dispositions or conduct, if the need arises.
Course Evaluation:
The student products will be evaluated based on the knowledge
and skills demonstrated by their individual and group work. The products
include:
- Application of Technology - (20 %)
- Science Content Knowledge - (25 %)
- Semester Project (30 %)
- Mentoring Report (25 %)
GRADING
SYSTEM
Partial evaluations will be made
with numbers (exams, tests, papers, presentations and so on). Letter grades of “A” through “F” (course
final grade) will be awarded based on the following scale:
A student's performance in academic work
is expressed by the following grades.
+/- Letter Grade Grade Points 100-Point Scale Guide
(Not prescriptive)
A+
|
4 grade points (98-100)
|
A
|
4 grade points (93-97.9)
|
A-
|
3.67 grade points (90-92.9)
|
B+
|
3.33 grade points (87-89.9)
|
B
|
3 grade points (83-86.9)
|
B-
|
2.67 grade points (80-82.9)
|
C+
|
2.33 grade points (77-79.9)
|
C
|
2 grade points (73-76.9)
|
C-
|
1.67 grade points (70-72.9)
|
D+
|
1.33 grade points (67-69.9)
|
D
|
1 grade point (63-66.9)
|
F
|
0 grade points (Below 60)
|
To receive credit for a course, an
undergraduate must earn a grade of at least D. Academic departments
may require a higher grade for the course to be counted toward the student's
degree.
To include a course in the Program of Work
for a graduate degree, a graduate student must earn a grade of at least C. More
information about the Program of Work is given in the graduate catalog.
One of the following symbols may be
assigned instead of a grade. Courses in which these symbols are recorded are
not included in the grade point average.
Valid symbols
used in grading
Au
|
Audit
|
NC
|
No credit
|
Q
|
Course was dropped
|
W
|
Withdrawn
|
X
|
Temporary delay of course grade
|
I
|
Permanent incomplete
|
* asterisk
|
Course is continuing
|
S
|
Satisfactory
|
U
|
Unsatisfactory
|
# pound sign
|
Grade was not submitted in time for this
report
|
Z
|
Student is registered on the credit/no
credit or pass/fail basis
|
To receive the symbol CR, an undergraduate must earn a grade of at least D. To receive the symbol CR, a graduate student must earn a grade of
at least C.
GPA Calculation
Grade points are computed by
multiplying the points for each grade by the number of credit hours; for
example, 4 (A) x 3 (hours) = 12 grade points. A student’s grade point average
(GPA) is determined by dividing the total number of grade points earned by the
number of semester hours for which a grade other than X, NC, or CR is received.
Incomplete Grades: A
grade of Incomplete (I) may be given at the discretion of the instructor to a
student who has been unable to complete the course requirements due to a
serious interruption not caused by the student’s own negligence.
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Resources
Including Books and APPS for the Course and Research Papers
Item 1: Gmail Account
Item 2: Access to a computer with
Internet
Item 3: Tk20 account is required for this
course. Tk20 is an electronic toolkit
used by candidates to provide evidence that they have mastered state and
professional standards for the profession.
Additional information regarding Tk20 is available at:
http://www.utb.edu/vpaa/coe/accreditation/Tk20/Pages/default.aspx
Item 4: SBEC Preparation Manual. Copy and paste link
to access.
http://www.tea.state.tx.us/index2.aspx?id=6148&menu_id=720&menu_id2=785
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Course Policies
(Provide policies that you deem
appropriate for your course) Such as:
1. Attendance
is mandatory. Arriving late or leaving
early is unprofessional and causes a distraction to others.
2. Absence
from three class meetings will constitute a loss of a letter grade.
3. Complete
all assignments by the due date.
4. Please
type all assignments, unless otherwise specified.
5. The
instructor reserves the right to make changes in the syllabus as deemed
necessary. Students will be notified of
any and all changes.
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CAMPUS RESOURCES
General Student Support Services
ACADEMIC ADVISING
CENTER
• Academic Advising, including
•
Academic goal setting and major exploration
•
Degree and course planning
•
Academic standing and strategies for academic success
•
Information on University policies and procedures
• Referrals to other campus
resources as needed
BLACKBOARD – STUDENT
AND FACULTY SUPPORT
• Online and hybrid course
support, UTB Mobile
• ePortfolios, My Cloud, Web
Conferencing, Instant Messenger
CAMPUS RECREATION
• Intramurals/club sports
• Fitness Center with cardio and
strength equipment
CAREER SERVICES
• Career fairs
• Classroom presentations
• Computer lab with reference
library
• Internships
• Job interview coaching
• Job referrals and connection
with employers
• On campus recruitment
• Résumé and cover letter
writing
• Student Employment Initiative
(SEI)
DEAN OF STUDENTS
• Student grievances
• Student handbooks
• Medical withdrawals
• Requests for assistance
• Academic dishonesty and
student discipline
• Student Government Association
LEARNING ENRICHMENT
CENTER
• Free tutoring in most subject
areas
• Link2Success
• Test preparation workshops
• Online tutoring
• Supplemental Instruction
• Summer Bridge Program
OFFICE OF GLOBAL
ENGAGEMENT
• Study Abroad Programs
–semester and summer
• International projects
RESIDENTIAL LIFE AND
FOOD SERVICES
• On campus housing
• Food service and meal plans
• Vending services
STUDENT HEALTH
SERVICES
• Health assessment, physical
exams
• Medical visits and
prescriptions
• Laboratory tests
• Over the counter medications
• Immunizations
• Health education on STI and
HIV Prevention
• HIV testing
• Nutrition information
• Family planning
• Counseling (individual,
couples, and group therapy)
• Psychiatric evaluations and
medications
• Training on suicide prevention
STUDENT LIFE
• Campus activities
• Student organizations
• Events and programs
• Leadership development
STUDENT MEDIA
• The Collegian, a weekly
multi-format newspaper offering campus news and
Information
• UTB Radio, a 24-hour,
Internet-based radio station featuring rock, pop and
indie music, public service
announcements and talk shows on campus issues
Specialized Student Support Services
C.A.M.P. (COLLEGE
ASSISTANCE MIGRANT PROGRAM)
Note: For eligible students,
immediate family members of migrants or seasonal farm workers.
• Academic planning, financial
assistance
• Peer tutoring and mentoring
• Cultural events
• Academic and enrichment
workshops
• Housing scholarships
• Book assistance
DISABILITY SERVICES
• Resources for students with
disabilities
• Sign language interpreters
• Special testing accommodations
• Assistive technology lab
• Advocacy
OFFICE OF GLOBAL
ENGAGEMENT
• International Student
Admission
• International Student Services
• International Scholar and
Staff immigration services
• Study Abroad Programs
–semester and summer
• International projects
STUDENT SUPPORT
SERVICES PROGRAM/ASPIRE
Note: First generation, low
income and disabled students
• Tutoring
• Academic planning, financial
literacy assistance
• Academic and informational
workshops
• Cultural and educational
events
• Peer Mentor and Guidance
Program
• Grant aid
VETERANS RESOURCE
CENTER and VETERANS UPWARD BOUND
• Tutoring in math, reading,
writing, and more
• Enrollment assistance
• Financial aid, academic
advising
• Vocational Rehab and
Montgomery G.I. Bill
INSTITUTIONAL POLICIES
ACADEMIC
STANDING
To remain in good academic standing undergraduate students
are expected to maintain a cumulative grade point average (GPA) of at least
2.00 (“C” average) for all work attempted at UTB. Academic standing is computed
each regular semester (i.e., Fall or Spring) for every UTB student, including
transfer and dual coursework and BECHS and MSA students; transient students are
held to the standards of their home institution, not to those of UTB. Students
who fail to maintain the minimum required grade point average of 2.00 in all
work attempted at UTB will be placed on academic probation. At the end of the
probationary semester, students who have earned a cumulative GPA of 2.00 or
higher will be changed to GOOD STANDING status. At the end of the probationary
semester, students who have NOT earned a cumulative GPA of 2.00 and who have
NOT earned a semester GPA of 2.00 or higher will be changed to SUSPENSION
status. At the end of the probationary
semester, students who have NOT earned a cumulative GPA of 2.00, but who have
earned a semester GPA of 2.00 or higher will continue on PROBATION until their
cumulative GPA is 2.00, as long as each semester GPA is 2.00 or higher. The
purpose of measuring academic standing is to keep students on track for
successful completion of a degree and to prevent unnecessary financial burden
on those students who do not finish a program. Academic Standing is calculated
separately from Financial Aid Satisfactory Academic Progress. If you are on
financial assistance, please visit http://www.utb.edu/em/fa/Pages/SatisfactoryAcademicProgress.aspx
for specific academic progress requirements.
STUDENTS’
ACADEMIC RESPONSIBILITIES
Students are required to be diligent in their studies and
regular in class attendance. The number of absences permitted in any one course
varies with instructor and course. Some programs have very strict attendance
policies. Attendance requirements are printed in the course syllabus and
announced by the instructor at the initial class meeting. On recommendation of the
instructor concerned, students will be dropped from courses for failure to meet
the attendance requirements or other good cause. This will result in a W or an
F on students’ academic records with negative consequences for financial aid
eligibility, and international student visas.
ADMINISTRATIVE
WITHDRAWAL
Students who miss more than half
of the required activities within the first 25% of the course without
contacting the course professor may be administratively withdrawn from the
course. Administrative withdrawal has serious consequences. Students may
have to repay funds to Title IV financial aid programs. Administrative
withdrawal will count toward the six-drop rule limiting the number of courses
students are allowed to drop to no more than six courses over the entire
undergraduate career. International students will not be eligible to continue
enrollment if an administrative withdrawal results in a course load less than
full-time.
SCHOLASTIC
DISHONESTY
Students who engage in
scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in
the course and expulsion from the University. Scholastic dishonesty
includes but is not
limited to cheating, plagiarism, collusion, submission for credit of any work
or materials that are
attributable in whole or in part to another person, taking an examination
for another person, any
act designed to give unfair advantage to a student, or the attempt to
commit such acts. Since
scholastic dishonesty harms the individual, all students and the
integrity of the
University, policies on scholastic dishonesty will be strictly enforced (Board
of
Regents Rules and
Regulations). All scholastic dishonesty incidents will be reported to the Dean
of Students. Do not allow your peers to pressure you to cheat. Your grade,
academic standing and personal reputation are at stake.
GRADING
POLICY
Grades are awarded in courses in which students are
officially enrolled after the official record date. The deadline to withdraw is
specified in the Academic
Calendar for each semester or term. After the deadline to
drop with a grade of W has passed, students may not be awarded a W as a final
grade. Final grades are available to students within 24 hours after all final
examination grades have been submitted online after the end of each semester or
term. Grade reports are not mailed to students. Students interested in
obtaining their grades may log on to UTB
Online.
Grade Range Grade Points
A+
98-100
4.00
A
3-97-9
4.00
A-
90-92.9
3.67
B+
87-89.9
3.33
B
83-86.9
3.00
B-
80-82.9
2.67
C+
77-79.9
2.33
C
70-76.9
2.00
D
60-69.9
1.00
F
59 and
Under
0.00
AMERICANS
WITH DISABILITIES ACT (ADA)
Students with disabilities,
including learning disabilities, who wish to request accommodations in a course
should notify the Disability Services Office early in the semester so that the
appropriate arrangements may be made. In accordance with federal law, a student
requesting accommodations must provide documentation of his/her disability to
the Disability Services counselor. For more information, visit Disability
Services in Cortez or call 956-882-7374.
EMERGENCY
POLICY STATEMENT
In compliance with the
Emergency UTB Academic Continuity Program, academic courses, partially or
entirely, will be made available on the Blackboard course management system.
This allows faculty members and students to continue their teaching and
learning via Blackboard, in case the university shuts down as a result of a
hurricane or any other natural disaster.
The university will use
Blackboard to post announcements notifying faculty members and students of
their responsibilities as a hurricane approaches our region. If the university
is forced to shut down, faculty will notify their course(s). To receive credit
for a course, it is the student’s responsibility to complete all the
requirements for that course. Failure to access course materials once
reasonably possible can result in a reduction of your overall grade in the
class. To facilitate the completion of class, most or all of the communication
between students and the institution, the instructor, and fellow classmates
will take place using the features in your Blackboard and UTB email system. Therefore,
all students must use UTB Online to provide a current email address. In the
event of a disaster that disrupts normal operations, all students and faculty
must make every effort to access an internet enabled computer as often as
possible to continue the learning process.
EMERGENCY
NOTIFICATION SYSTEM
UTB has implemented an
emergency communication system to provide students, faculty,
staff and visitors with
important information in the event of an impending threat. This system
allows UTB to send time
sensitive notifications via telephones, computers, indoor speakers
in classrooms and
laboratories, outside speakers, e-mail messages, and announcements on
http://www.utb.edu/Pages/default.aspx. The
notification methods used will vary depending on
the level of the
emergency. Messages will communicate the current situation and provide
guidance for what action
needs to be taken immediately.
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