600

Presentations by students, faculty and visitors on current science teaching practices. Students will engage in professional literature searching, and the preparation and presentation of a professional seminar.

Students in the course will use a reflective approach based on research and classroom experiences, to examine three aspects of teacher knowledge that are known to contribute to science teaching expertise: Teachers' knowledge about their subject area, knowledge of student's understandings and preconceptions, and ways teachers design instruction by transforming their subject so that it is accessible to their students. The "teacher as inquirer" disposition will be fostered through the planning of projects to teach problematic concepts and investigate student learning. Developing ways to effectively assess student learning throughout the instructional process will be a focus in the class. A 50-hour field component is also a part of the course.

This course is the field component to SCED 660 Developing Expertise in Science Teaching, and provides candidates the opportunity to observe teaching in diverse classrooms, and assist teachers with school related tasks, including beginning teaching. Candidates will reflect upon their experiences with reference to learning objectives and materials in SCED 660 and submit weekly reports with analysis. Candidates will spend 1-2 days weekly, or the equivalent in middle and high school classrooms, prior to student teaching. Co-requisite(s): SCED 661 Credits: 1

A field assignment to teach middle school science. Assignments provided in grades 5 through 9; arrangements made by the Office of Field Experiences. Open only to students in the MAT Science program.

A field assignment to teach secondary school science. Assignments provided in grades 7 through 12; arrangements made by the Office of Field Experiences. Open only to students in the M.A.T. Science program.

This seminar, which accompanies student teaching, is designed to provide the support necessary to apply and develop professional competencies while working with students and educators in the school setting. In this context, participants will have the opportunity to analyze student learning through action research projects, engage in collaborative problem solving with colleagues, and strengthen professional dispositions. Using classroom experiences as a focus, the class will use collaborative reflection, theories and research to frame new understandings of expertise in science teaching.

Students will design, implement and analyze a research project concerning science learning in a 7-12 classroom. This will include an oral research proposal, written thesis and oral defense.