Course: EDCI 3314 Instructor:

METHODS IN TEACHING SCIENCE AND MATHEMATICS
Course:
Instructor:
Office:
Telephone:
Email:
Office Hours:
Class time:
Class location:
EDCI 3314
Lori Petty, PhD.
EDBC 2.122
(956) 882-7423
[email protected]
Monday 3:00 – 5:00
Tuesday 12:00 – 1:30
Wednesday 4:00 – 5:00
Thursday 12:00 – 1:30
All other times by appointment
Tuesday 4:25 – 7:05
Tuesday 7:15 – 10:00
EDBC 2.232
Course Description:
This course provides knowledge and application of science and mathematics
teaching methods for diverse student populations. Instructional methods of
teaching math and science will integrate content from physical, life, earth, space
sciences and mathematics content from algebra, geometry, and numeracy. A lab and
field component is included.
Students in this course will engage in readings, discussions, and research into
instructional methods to gain knowledge on current issues of learning and their
applications in best practice in the science and mathematics classroom. Many of the
examples deal with current local and national problems associated with science and
mathematics instruction and the assessment of learning within these areas.
Students are encouraged to provide discussions of personal issues in their
classroom, as appropriate.
Science Concepts: Texas Essential Knowledge and Skills (TEKS) for science
Concept Strands
Principles of Systems
Principles of Physical Properties
Principles of Change – Past Events
Principles of Likeness – Adaptations
Principles of Form – Function
Principles of Matter – Energy
Common Processes
Classroom & Field Experiences
Scientific Inquiry Classroom & Field
Critical Thinking and Decision Making
Tools of Investigation
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Method of Delivering Instruction:
1. Assigned textbook readings, classroom and laboratory activities, and guided
reflection through journaling, collaboration, and interaction with the
Professor.
2. Instructor, Guest Lectures, Class discussion, and laboratory activities
3. Classroom assignments and email, Blackboard, and internet assignments
Course Objectives:
This course is comprised of two sections. This first is a math and science concepts
and education component. In this section of the course the student is introduced to
current issues associated with methods of implementing and teaching curriculum in
the science classroom. The basis for math and science content is based on the Texas
Essential Knowledge and Skills (TEKS) for math and science. The course provides
science teachers with:
1. Ability to apply knowledge of current methods of education in their
classroom
2. The opportunity to investigate a selected method of instruction to conduct
authentic research in their science classroom.
3. An understanding of issues associated with implementing instructional
theories and models into bet practice.
4. A knowledge of issues associated with the learning-process, cognitivedevelopment, and theories associated with different issues of science and
math education.
College of Education Mission
The College of Education has a three-part mission:
1. To preparedly highly skilled professionals to assume roles and positions in
teaching, research, educational leadership, and human development.
2. To provide undergraduate and graduate programs based on proven best
practice, knowledge acquisition, reflection inquiry, critical thinking, and
respect for the culturally and linguistically diverse learners.
3. To continuously develop a dynamic local, state, national, and international
dimension that promotes innovations and contributions to scientific,
educational, economic, and social change.
College of Education Mission Statement
The vision of the College of Education (COE) is to be consistently recognized
as fully-accredited and as a nationally and internationally respected college in the
areas of science, educational technology, and intercultural dimension (language,
literacy, culture, and interdisciplinary studies) in regard to preparing teachers,
counselors, administrators, educational researchers, and professionals at all levels,
not only for the school system but for other economical and service areas which
training, human resources, development and life-long learning.
The mission of the University of Texas at Brownsville and Texas
Southernmost College (UTB/TSC) Partnership “places excellence in learning and
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teaching at the core of its commitment.” 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 scholarships of it faculty, and the leadership and service they provide to the
local, regional, and national educational communities in the previously recognized
areas. In summary, the vision of the COE is to be consistently recognized as a leading
educational community that:
 Develops collaborative, interdisciplinary, innovative teachers and leaders,
 Engages in scholarly inquiry in our priority areas that transforms our
educational practices,
 Enhances the human condition by working effectively with students and the
community across disciplines and agencies,
 Reinforce reflective practice in which professionals cultivate a presence of
mind that emphasizes continuous analysis of values, assumptions,
techniques, and strategies, underlying their practice and the consequences of
that practice on human subjects.
 Establishes a collaborative relationship with all stakeholders, and
 Promotes social justice, tolerance and equity in an atmosphere where
diversity is valued.
College of Education Conceptual Framework Core Concepts:
The conceptual framework is based in fore core concepts as central to our
vision of professional educators and scholars. These include interculturalism,
interrelatedness, inquiry, and pedagogical leadership. As the College of Education,
we believe these core concepts are the themes through which we organize and
deliver the College’s programs.
Textbook:
Ramirez, Reynaldo (2010). Methods for Teaching Mathematics and Science.
McGraw-Hill ISBN-10: 0-39-022531-2 or ISBN-13: 978-0-39-022532-3
Required for course: Textbook, composition notebook, other readings as provided
by instructor.
Grades:
 Inquiry Project final:
 Integrated Lesson Plans:
 Reflections:
 Other homework/readings:
 Attendance and participation:
UTB/TSC EDCI-3314 Summer 2 2011
200 pts
500 pts
100 pts
100 pts
100 pts
1000 pts
3
Grading Scale:
 900-1000………………….A
 800-899……………………B
 700-799……………………C
 600-699……………………D
 500-599……………………F
Graded Activities:
1) Inquiry Project: (200 pts)
For this assignment you and a partner will explore a question related to a
science/math concept in the elementary school. You will formulate the question,
hypothesis, set up the experiment, collect data, and record it, both as narratives and
pictures, graphs, and charts, analyze that data and present the results in the form of
a lab report and a short PowerPoint/Keynote presentation to the class on the last
day.
2) Integrated Lesson Plan: (500 pts)
This is an individual project. You will pick a science or a math topic relevant
to elementary education. For this assignment you will design 2 lessons based on
this topic (one more science based with the math concepts and the other more math
based with the science concepts). The two lessons must incorporate varying levels
of inquiry and have both science and math components. While you might be
inspired by some activities on the Internet or any other source, these must be
referenced and modified prior to use.
4) Reflections: (100 points = 25 points each)
You will submit by email 4 reflections. All reflections should be 2 pages in
length, double spaced, using Times New Roman, black, with a #12 font. These
reflections must be submitted via email as an attached word document. The
reflections will be over activities done in class, the readings, questions, comments,
concerns, and how you will or will not use the information given in your own
classroom.
5) Other readings and homework as assigned: (100 pts)
Readings and discussion leader: Each class period there will be various
readings. It is everyone’s responsibility to read them and submit 4 discussion
questions to the week’s leader and me by Sunday night at 5:00pm. The week’s
discussion leader will prepare a discussion over the class readings using the
questions submitted.
6) Attendance and participation: (100pts)
Attendance is mandatory. Arriving late or leaving early can cause distraction
to others and is unprofessional and will result in a loss of points for that class
period. Absences will be dealt with on an individual bases and should be done only
in the case of a dire emergency. All absences will result in loss of daily points and
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will require an extra assignment to supplement for the lost class period. This will be
decided upon between the instructor and the student.
Tentative Course Outline and Activities:
ALL course activities, dates and other assignments are subject to change and may be altered by the
instructor at any time. Students should read all assignments before class so that they are familiar
with concepts and vocabulary and are able to participate in class discussions.
Week
1
Class Activities
Topics Areas:
Scientific Inquiry, Scientific Method, Safety,
5E, Investigation versus activities
Homework
Nothing due
Activities: Introductions, Syllabus,
Reflections, Textbook and other materials,
Drawing, science/discussion, Inquiry
activities, Penny experiment,
Notecards, Inquiry readings, sign up for
discussion leader
2
Experiment: Penny and water drops
Topic Areas: Matter and Counting and
recording numbers
Activities: Class discussion over readings,
5E model/learning cycle, lesson plan
model, begin lesson plan assignment,
Probe, Oobleck, classification of matter
3
4
Experiment: Blowing bubbles and
standards of measurements
Topic Areas: Science for all, Heat Energy
and Sums
Activities: Multicultural Math and Science
activity, class discussion over readings,
Phase changes, Conduction, Convection,
and Radiation
Experiment:
Topic Areas: Magnetism and differences
Readings and questions posted to wiki
TEKS due for lesson plans
Inquiry Project topic and partners due
Activities: Class discussion over readings,
What is a magnet?
5
Experiment: Classifying objects as
magnetic or not
Topic Areas: Electricity and multiples
Activities: Class discussion over readings,
6
Reflection 1 Due
Readings and questions posted to wiki
Experiment: Using paper clip, battery, and
small light activity.
Topic Areas: Sound and divisibility and
remainders
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Activities: Class discussion over readings,
7
Experiment:
Topic Areas: Light, Lenses, and Color and
Decimals
Readings and questions posted to wiki
Activities: Rainbow, diffraction,
8
Experiment:
Topic Areas: Simple Machines and basic
mathematics
Activities: Class discussion over readings
9
Experiment: Building marshmallow
catapults
Topic Areas: Air, air pressure, and flight,
real numbers
Reflection 2 Due
Readings and questions posted to wiki
Activities: Class discussions over readings
10
Experiment: Paper airplanes
Topic Areas: Weather and climate
Readings and questions posted to wiki
Activities: Class discussions over readings
11
Experiment:
Topic Areas: Space Science
Activities: Class discussions over readings,
12
Experiment:
Topic Areas: Sun, moon, and stars
Reflection 3 Due
Readings and questions posted to wiki
Activities: Class discussions over readings
and videos
13
Experiment: Moon phases and reasons for
seasons
Topic Areas: Earth and oceans
Activities: Class discussions over readings,
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Experiment: Rock cycle and layers of earth
from Models book
Topic Areas: Energy, Environment, and
Pollution
Readings and questions posted to wiki
Activities: Class discussions over readings
15
Experiment: Ride the water cycle
Topic Areas: Plant and Fungi Kingdoms
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Activities: Class discussions over readings
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Experiment: Photosynthesis and Elodea
plant
Activities: Project presentations and
potluck
Reflection 4 Due
Inquiry Projects and lesson plans due
Written presentations:
All assignments will be typed, unless specified by the instructor (all journaling can
be hand written). The written format is consistent with the APA style.
Student contact with instructor:
A student is required to notify the instructor immediately if a problem arises with
development and/or implementation of the project occurs.
Course Policies:
1) Attendance is mandatory. Arriving late or leaving early can cause distraction
to others and is unprofessional and will result in a loss of points for that class
period. An automatic drop of one letter grade will occur after 3 absences.
2) Cell phones should be turned off or on silent, except in cases of emergency, as
discussed with the instructor. Calls or texts going off during class is
unprofessional and will not be accepted. Should one go off the student may
be asked to leave and will result in a loss of points for the day.
3) Complete all assignments by the due date. NO late assignments will be
accepted.
4) Please type all assignments according to APA style, unless otherwise
specified. Journal entries do not need to be typed.)
5) Absences will be dealt with on an individual bases and should be done only in
the case of a dire emergency. All absences will result in loss of daily points
and will require an extra assignment to supplement for the lost class period.
This will be decided upon between the instructor and the student.
Syllabus Disclaimer:
While the provisions of this syllabus are as accurate and complete as
possible, the instructor reserves the right to change any provisions herein, not
covered by the URB/TSC Handbook of Operating Procedures or UT Regent Rule,
with notice if circumstances so warrant. Every effort will be made to keep students
advised of such changes and information about such changes will be available at all
times from the instructor. It is the responsibility of each student to know what
changes if any, have been made to the provisions of this syllabus and to successfully
complete the requirements of this course. Questions regarding the information on
the syllabus and course requirements need to be addressed by the student when the
syllabus is received.
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Syllabus Addendum:
SATISFACTORY ACADEMIC PROGRESS (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify
those students who are experiencing difficulty with their courses. Satisfactory
Academic Progress (SAP) is based upon two components: GPA of 2.0 or higher
and successful course completion of at least 70% of course work attempted.
Students remain in good standing with the university and Financial Aid when both
criteria are met. Students who do not maintain these required minimum standards
will be placed on probation or suspension as appropriate. The complete
Satisfactory Academic Progress policy and the Undergraduate Satisfactory Academic
Progress for Financial Aid policy can be found in the current Undergraduate
Catalog. For more information, please visit
http://www.utb.edu/vpaa/sap/Pages/Home.aspx
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. For a brief informative video on cheating and its
consequences click on “Academic Integrity at UTB/TSC” at this link:
http://www.utb.edu/sa/judicial/Pages/academicIntegrity.aspx
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and
on time. Students are responsible for all class work and assignments. On
recommendation of the instructor concerned and with the approval of the Dean,
students may, at any time, be dropped from courses. This may result in a “W” or “F”
on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic Continuity Program,
academic courses, partially or entirely, will be made available on the MyUTBTSC
Blackboard course management system. This allows faculty members and students
to continue their teaching and learning via MyUTBTSC Blackboard
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http://myutbtsc.blackboard.com, in case the university shuts down as a result
of a hurricane or any other natural disaster.
The university will use MyUTBTSC 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 MyUTBTSC Blackboard and UTB email system. Therefore,
all students must use Scorpion Online to provide a current email address. Students
may update their email address by following the link titled “Validate your e-Mail
Account” in MyUTBTSC Blackboard Portal. 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/TSC 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/TSC to send time sensitive notifications
via telephones, computers, indoor speakers in classrooms and laboratories, outside
speakers, e-mail messages, and announcements on the University’s home page:
www.utb.edu. 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.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class 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 the Lightner Center, call 956-882-7374 or e-mail [email protected].
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