SCI 6150 Science Education: Historical and Philosophical Perspectives Summer I 2007
Instructor: Class Meets:
David W. Rudge MW 5:30-8:30 pm
email: david.rudge@wmich.edu 2734 Wood Hall
Office: 3134 Wood Hall Phone: 387-2779
Office Hours: Mondays and Wednesdays 4:30-5:30 pm and by appointment
Required Texts/Materials:
1) Atkin, J. Myron & Black, Paul. (2003) Inside Science Education Reform: A History of
Curricular and Policy Change. Teachers College Press: New York.
2) DeBoer, George E. (1991) A History of Ideas in Science Education: Implications for
Practice. Teachers College Press: New York.
3) Rudolph, John L. (2002) Scientists in the Classroom: The Cold War Reconstruction of
American Science Education. Palgrave: New York.
Recommended Texts/Materials:
American Association for the Advancement of Science. (1993) Benchmarks for Scientific
Literacy: Project 2061. Oxford University Press: New York.
Kliebard, Herbert (1995) The Struggle for the American Curriculum 1983-1958. 2nd Edition.
Routledge: New York.
Michigan State Board of Education (1991) Michigan¹s Essential Goals and Objectives for
Science Education. Michigan State Board of Education: Lansing MI.
National Research Council (1966) National Science Education Standards. National Academy
Press: Washington.
Course Description:
"This course will familiarize students with the history of science education in the United States, leading up to current national reform efforts. This historical approach will provide a foundation to address curricular and literacy issues as well as the relevance of history and philosophy of those concerns. The course will address two themes or common places of education in a science education context–the social milieu and the curriculum." (WMU 2004-2006 Graduate Catalogue, p. 96)
Course Rationale
This course is intended as an introductory survey course of issues in science education from historical and a philosophical perspectives. Our seminar will focus on three central and interrelated problems in science education:
The course has also been specifically designed to help students refine their abilities to read and write scholarly work.
Broad Goals for SCI 6150
Students will:
1) become familiar with several important issues in science education from historical and
philosophical perspectives;
2) critically reflect on the three central questions for our course:
3) gain insight into the relevance of discussing these issues for the teaching of science; and,
4) further develop and refine their skills as critical thinkers and writers.
Course Objectives for SCI 6150
By the end of this course:
· re. Goals 1 and 2, students will read and critically evaluate and discuss several history of science education texts;
· re. Goals 2, 3, and 4, students will write a paper that critically defends a position on what it means to be scientifically literate,
· re. Goal 4, students will make class presentations, as well as write and revise their papers in light of constructive criticism
Instructional Methods and Activities
SCI 6150 meets twice a week for 3 hours. Class in general will devoted to critical discussions and presentations of readings from our course texts.
References and Resources
Course web site: http://homepages.wmich.edu/~rudged/6150.html
Policies and Procedures
Attendance and participation:
Attendance and participation in class is required of all students. More importantly, the discussions scheduled for class times are an essential part of your professional preparation.
Email:
The only email address that should be used for communication between WMU students and WMU faculty and staff is the email address associated with a BroncoNet ID. This email address typically takes the form "firstname.middleinitial.lastname@wmich.edu." An example is buster.h.bronco@wmich.edu. Students cannot automatically forward email from this address to other addresses. Students can access this email account or get instructions for obtaining a BroncoNet ID at GoWMU.wmich.edu.
Cell phones
Your instructor understands you may have other things going on in your life. But as a matter of courtesy to your classmates and instructor, please set your cell phone to vibrate so as to avoid needlessly disrupting our class.
Students with Special Needs:
Students with disabilities or other special needs who need special accommodations in this course are invited to share these concerns or requests with the instructor as soon as possible.
Academic Honesty
You are responsible for making yourself aware of and understanding the policies and procedures in the 2004-2006 WMU Graduate Catalog that pertain to Academic Integrity, pp. 25-27. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Judicial Affairs. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.
Course requirements: Students will be evaluated on the basis of a term paper (60% of final grade), a class presentation (20%) and a final exam (20%).
Term papers will be evaluated on the extent to which it provides a characterization of what it means to be scientifically literate. It should provide a clear characterization of scientific literacy in school science and defend or justify that position with reference to appropriate science education literature in a larger historical and critical context. All students will be required to rewrite this paper in response to critical feedback. (Final grades on the term paper will be an average of grades on the first and final drafts.)
Class presentations will consist of student led discussions of chapters from Atkin and Black¹s text. Students (working in pairs) should prepare a brief summary (10 minutes max.) and a handout that summarizes the major points brought out in the chapter as well as identifying questions for critical discussion. Part of your grade will consist of an evaluation of your participation in discussions led by others.
The final exam will assess the student's understanding of readings discussed in class.
Grading policy: Grades for final assignments 1 day late will be reduced 10%, 2 days late 20%, and more than 2 days late 30%.
A: 92-100 BA: 88-91
B: 82-87 CB: 78-81
C: 72-77 DC: 68-71
D: 62-67 E: 61 or less
Tentative Schedule
|
Week |
Date |
Topic/Reading Assignment |
|
1 |
May 7 |
Introduction to Course |
|
|
9 |
DeBoer, Chapter 1 |
|
2 |
14 |
DeBoer, Chapter 2 |
|
|
16 |
DeBoer, Chapter 3 First draft of term paper due |
|
3 |
21 |
DeBoer, Chapter 4 |
|
|
23 |
DeBoer, Chapter 5 |
|
4 |
28 |
Memorial Day, No Class |
|
|
30 |
DeBoer, Chapter 6 |
|
5 |
Jun 4 |
DeBoer, Chapter 7 |
|
|
6 |
DeBoer, Chapter 8; Randolph, Chapters 1 & 2 |
|
6 |
11 |
DeBoer, Chapter 9; Randolph, Chapters 3 & 4 Rewrite of term paper due |
|
|
13 |
DeBoer, Chapter 10; Randolph, Chapters 5 & 6 |
|
7 |
18 |
DeBoer, Chapter 11; Randolph, Chapter 7 and Conclusion |
|
|
20 |
Final Exam |
|
Finals Week |
|
No Class (IHPST Conference) |