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Canyon College

COURSE SYLLABUS: ED587 – Research in Applied Science in the Classroom

Course Title:	ED587 – Research in Applied Science in the Classroom
Department:	Education
Instructor:	Mark D. Hogue, M.Ed. - - Vita

COURSE DESCRIPTION AND OVERVIEW

This course will visit significant studies in science education related to best instructional practices. The candidate will formulate this knowledge into a profound, heightened awareness of a relevant science issue of their choice (i.e. discrepant events, inquiry-based learning, etc.). The course will feature a capstone project/paper as the culminating assessment.

TEXTBOOK  Online Bookstore

NONE – THERE WILL BE SEVERAL SELECTED READINGS DICTATED BY THE CANDIDATE’S PROFESSIONAL INTERESTS

CONTACT INFORMATION

The most effective means of contact is via email . With very few exceptions, I will respond to your inquiries and submitted assignments within 24 hours.

ASSIGNMENT SUBMISSION

1. your name,
2. your student identification (example: stu00000),
3. the course number (example: ED587), and
4. the assignment title (example: Assignment One) are included in the SUBJECT box of your email message.

EXAMPLE: Subject: Jane Doe; stu00000; ED587; Reflection and Reaction Paper #1

NOTE: Assignments that are attached to email must be Microsoft Office compatible!
If you are unsure if your document is compatible please save it in "Rich Text Format" to ensure Microsoft Word can open the file.

COURSE COMMENTARY

Each candidate enrolled in this course has up to eight weeks to complete the assignments indicated below. However, a candidate may elect to accelerate his/her course of study and finish the assignments at an earlier time without permission from the instructor.

After each assignment that is submitted, the candidate will receive an email within 24 hours indicating his/her score along with possible comments or feedback from the instructor.

COURSE ASSIGNMENTS

In this course, candidates will be assessed through three (3) reflective assignments. The assignments include the development of three reflective papers which adapt relevant literature related to the reform movement in science education to the candidate’s current educational placement and/or interest(s). Specifically, the candidate will select the most profound piece of literature reviewed as his/her capstone assignment, which will include a more in-depth analysis of the article’s implications.

The candidate can select each of his/her scholarly articles from any scholarly periodical or online archive/database. The instructor suggests performing a Google search of science education literature or articles related to specific school of thought related to the teaching and learning of science. The instructor stresses the importance of selecting articles that the candidate finds interesting and applicable for his/her development into a master educator.

The candidate is asked to cite his/her article in any acceptable format on a cover page, so long as it includes:

1. the author(s) of the article,
2. the complete title of the article,
3. the date of publication,
4. the date of online access (if applicable),
5. the URL or web address from where it was retrieved (if applicable), and
6. the organization/company who endorsed publication, for example McREL, ERIC, etc. (if applicable)

Reflective Assignments #1 - #2
Please note that each article may not lend itself to each question directly, but it is the candidate’s responsibility to adapt the assertions of the article to formulate a meaningful response.
After selecting each article of interest, the candidate should seek to address at least three of the following questions when preparing his/her response.

• What are the major contentions or positions stated by the author(s)?
• How “pliable” are the author(s)’s implications throughout the entire spectrum of science education? Would these suggestions work in every classroom?
• What can you identify as major strengths and/or weaknesses of the author(s)’s contentions?
• Can you envision the author(s)’s contentions at work in your current or future classroom? Provide an example.
• Do you feel that the methods presented by the author(s) are congruent with sound science pedagogy? Provide rationale.
• What modality of instruction (i.e. group-centered, student-centered, instructor-centered, laboratory) would best support the author(s)’s purpose? Why?
• What impact do the implications of this article have on your philosophy of the teaching and learning of science?

**Each paper should be 2 – 4 pages in length, 12 point font, double spaced.

Capstone Reflective Assignment #3
Please note that each article may not lend itself to each question directly, but it is the candidate’s responsibility to adapt the assertions of the article to formulate a meaningful response.
After selecting each article of interest, the candidate should seek to address at least three of the following questions when preparing his/her response.

• What are the major contentions or positions stated by the author(s)?
• How “pliable” are the author(s)’s implications throughout the entire spectrum of science education? Would these suggestions work in every classroom?
• What can you identify as major strengths and/or weaknesses of the author(s)’s contentions?
• Can you envision the author(s)’s contentions at work in your current or future classroom? Provide an example.
• Do you feel that the methods presented by the author(s) are congruent with sound science pedagogy? Provide rationale.
• What modality of instruction (i.e. group-centered, student-centered, instructor-centered, laboratory) would best support the author(s)’s purpose? Why?
• What impact do the implications of this article have on your philosophy of the teaching and learning of science?

**The capstone reflective assignment should be 4 – 7 pages in length, 12 point font, double spaced.

ASSIGNMENT	POSSIBLE POINTS
Reflective Assignment #1	30
Reflective Assignment #2	30
Capstone Reflective Assignment #1	40
Total	100

GRADE DERIVATION

90 - 100	= A
80 - 89	= B
70 - 79	= C
60 - 69	= D

COURSE ITINERARY

1. Retrieve an article of your choice and complete Reflective Assignment #1
2. Email Reflective Assignment #1 to the instructor
3. Retrieve an article of your choice and complete Reflective Assignment #2
4. Email Reflective Assignment #2 to the instructor
5. Retrieve an article of your choice and complete Capstone Reflective Assignment #3
6. Email Capstone Reflective Assignment #3 to the instructor
7. Your grade for the course will be sent to registrar within 24 – 48 hours