Biology Teaching
BIO 380 3 Crs. 2008
Course Syllabus
(with some course materials)
Dr. John Rushin, Professor of Biology, Missouri Western State University
Major Goal:
This course is primarily intended to help
perspective biology teachers develop a framework through which they can
coordinate biological concepts and techniques learned in biology courses and
independent study with concepts and methods learned in education courses,
classroom practice teaching and classroom observations. Biology Teaching
Bio 380 is normally a part of PHASE II or PHASE III of the Teacher Education
Program at Missouri Western State University (See beginning of the Bio 380 web
page.).
Course Questions (Global Course Objectives):
1. How do pre-service science teachers develop an attitude, disposition and rationale that will promote successful science teaching of a diversity of students in public and private secondary schools?
2. What is the overall significance of national and state commission reports such as "A Nation at Risk" (1983) and other more recent reports? How do such reports affect science education?
3. Why is an understanding of the nature of science essential to the understanding and acceptance of other biological theories and concepts? How can a good understanding of the nature of science help to prevent classroom conflicts when biological theories seem to challenge traditional student values?
4. what is the importance of the AAAS's science processes in science education?
5. What is the current state of biological (science) education in the USA today and what have been some of the major changes in biology (science) education in the USA over the past 200 years? What was the motivation and general pattern of development of some of the early alphabet programs (BSCS, SCIS, ESC, CHEM, PSSC, etc.) in science education during the 1950's and 1960's? What general trends in the history of science education in the USA lead to the crisis in science education in the early 1950's?
6. What is the importance of professional development for secondary science teachers? What professional organizations and professional science teaching journals are available for the betterment of secondary science teachers?
7. How can Bloom's Taxonomy be used to help develop effective units and course objectives and test/quiz questions?
8. What are the various ways that portfolios can be used in science teaching? What are the main components of a professional teaching portfolio?
9. What are Jean Piaget's "stages of Intellectual development" and how can they be used in science teaching? How do these stages relate to teaching methods such as the use of learning cycles and concept maps?
10. What are "advanced organizers" according to Ausubel's learning theory and how can they be used in science teaching?
11. What are some of the ways that computers and other educational technologies be used to enhance science teaching?
12. What are some ways that student/faculty diversity issues can be addressed in the secondary science classroom.
13. What is the importance of inquiry-oriented activities (especially laboratory activities) in science teaching?
14. What are some of the major safety issues in the laboratory and other science teaching situations? How can the science teacher insure a safe classroom?
15. What are some of the characteristics of a good Lesson plan? Unit plan? Course syllabus? Textbook and other student materials? (The answer should relate to NSTA Standards for Secondary Science Teachers, INTASC Standards for Beginning Teachers, DESE Standards for Teacher Education in Missouri, the Missouri Show-me Standards for students, etc.)
16. How can writing activities be used to enhance science teaching?
17. How can competitions such as science fairs, science academies, science olympiads, etc. , be used to enhance science teaching? (Analyze the general structure, judging, and overall effectiveness of some of the local science competitions that you are involved in.)
18. What is the importance of environmental/conservation education in secondary school programs? How can elements of standard programs such as Projects WET, WILD and LEARNING TREE be used in the secondary science curriculum?
19. How is a annual budget for a high school general biology course developed? (Emphasize justification of requested materials based on sound science education theory, course goals and curriculum benchmarks.)
20. How can you prepare for a job interview by a science supervisor, school principal or other administrator? (Anticipate questions and be prepared to relate to current journal articles about science teaching and curriculum development issues that are considered important in the science teaching profession.)
(Upon completion of Bio 380, a student should be able to provide acceptable answers to all 20 of the above questions.)
Sequence of General Topics Covered:
I. Course Mechanics and Expectations
II. Review of MWSU Secondary Science Teaching Programs
A. Unified Science Programs in Biology and Chemistry
B. Pre-service Teaching Standards (NABT, NSTA, NSES)
III. An Understanding of the Nature of Science as a Basis for Teaching Science
Concepts and Related Issues
IV. Historical Perspectives of Biology (Science) Education and Professional
Science education Organizations
V. The Current State of Science Education
A. Comparisons and Reviews
B. Student Achievement Standards
1. National (NSES)
2. State (Show-Me Standards, GLEs
...)
2. Local (benchmarks)
C. Assessment (State - MAP scores ...)
VI. Goals and Objectives and Evaluating Their Attainment
Through Relevant, Well-Constructed Questions
VII. The Importance of Safety in the Science Classroom and Laboratory
VIII. The Use of Technology to Manage and Assist Instruction (power points,
e-instruction, electronic grade books, the internet, WebCT/Blackboard, other...)
IX. Active and Passive Learning in the Science Classroom and Laboratory
(including the importance of Writing Assignments in Critical Thinking
activities)
A. Lecture
B. Discussion
C. Case Studies
D. Field Trips
E. Demonstrations
F. Inquiry Activities (Characteristic of Inquiry Activities)
X. Constructivism as a Teaching Philosophy and the Learning Cycle as One
Successful Science Teaching Model
XI. The Biology Curriculum
A. Topics Covered
B. The Role of the Laboratory
C. Syllabi, Unit Plans, Lesson Plans
XII. Secondary School Science Competitions and Special Events
A. Mid-American Regional Science and Engineering Fair & Local
School Science Fairs
B. Science Academies (local, state, national)
C. Other
XIII. Student/Faculty Diversity and Multiculturalism in Science Education
XIV. Controversy in the Science Classroom
A. Animal Care
B. Organic Evolution
XV. Environmental/Conservation Education
XI. The Science Education Job Market
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Involvement in Biology 101 Labs:
Biology 101 is a general biology course for
non-biology majors. The overall content covered in this course is similar to a
rigorous high school general biology course. In most cases, the primary
difference between Bio 101 at Missouri Western State University and a typical high
school general biology course has to do with the science processes emphasized
and the expected level of understanding and achievement. It is therefore assumed that many of the
experiences associated with Bio 101 teaching are relevant to the high school
level.
Each student enrolled in Bio 380 Biology Teaching will be required to work in a
Bio 101 lab with one of the regular professors throughout the entire semester.
The Bio 380 student will be responsible for:
1. working with the Bio 101 lab students on an individual
basis
2. grading all Bio 101 student quizzes for the lab section
(and keeping an electronic grade book).
3. writing 5 quiz questions for all labs except the first
one. (Copies of the quiz questions for next weeks lab will be given to the
lab instructor and Dr. Rushin by 2:00 PM each Friday.)
4. teaching a minimum of 3 Bio 101 labs (The last two lab
taught will be evaluated by the lab instructor. The introduction of
one of the evaluated labs can be videotaped and used as a tool to improve presentation
techniques.)
5. Keeping a journal that contains reflective thoughts
related to the teaching of and student involvement & learning in every lab
session.
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Other Class Activities:
Besides responsibilities associated with Bio 101
labs, all Bio 380 students will be responsible for reading a battery of current
articles according to the CLASS SCHEDULE/SYLLABUS . In addition, students will
be responsible for writing a short (one or two paragraphs, not more than one
page) critique of one of the assigned articles each week. This critique will be
posted on the Bio 380 LIST SERVE by noon on the Monday that the article is
scheduled to be
discussed in class. Students must read all "on line" critiques and write
at least one probing question about each assigned article to bring to class discussion. From
0->3 points will be awarded for each posted critique. These assigned articles
will be covered on the exam and may also be included in the final
student science teaching portfolio (See Portfolio Overview below)
Bio 380 students will also be expected to present one lab demonstration (10 - 20 minutes) with the class. This demonstration should teach a science concept (or concepts). All presentations will be given to the Bio 380 class according to a schedule toward the end of the semester.
Bio 380 Biology Teaching
Confidential Evaluation of Student Demonstration: An Evaluation Rubric
(Each Bio 380 student is required to evaluate the demonstration every other Bio 380 student.)
Evaluator ____________________ Presenter _____________________
Please rate each student demonstration on the following points:
1 2 3 4 5
Strongly disagree strongly agree
1 2 3 4 5
Strongly disagree strongly agree
1 2 3 4 5
Strongly disagree strongly agree
1 2 3 4 5
Strongly disagree strongly agree
Comments (optional):
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During class discussion each week, we will spend some time discussing the Bio 101 lab from the previous week - the structure of the exercise, the presentation, the equipment used, safety issues, possible improvements and adaptation to high school classes. (Your reflective journal entries will help here.)
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Class Materials:
Journal Reflections - In most Bio 101 labs you will be observing the instructor-class interaction as well as providing assistance to individual students and small groups. However, you are also responsible for "teaching" a minimum of three (3) labs. The last two labs that you teach will be evaluated the regular lab instructor (your mentor in the lab). Journal notes should be recorded during and/or shortly after every laboratory session. One to three paragraphs of notes is usually sufficient.
Below is an outline that describes the major areas that should be covered in your journal notes for each lab.
INTRODUCTORY PRESENTATION - Explanation of concepts and procedures covered during the lab. What assumptions were made about the students level of understanding about the lab concepts and procedures? Were there A-V, computer and other instructional technologies used? To what extent were the students involved during this phase of the lab session? Successes? Failures? How to determine successes?
STUDENT LAB WORK - To what extent did the students work in groups or as individuals? Did the students utilize there time effectively? To what extent was this lab inquiry and/or demonstration? Successes? Failures?
SUMMARY - Did the students seem to learn? What was
the level of student motivation? Understanding? Was this an effective lab? What
were the best features of the lab activity(ies)? What specific changes
would improve this lab or to modify for the secondary level? Suggestions for improvement of the lab manual
write-up?
Lab Teaching Evaluation Form -
Biology Teaching 380 - Lab Teaching Evaluation Form
This form is designed for use by the supervising Bio 101 lab professor in evaluating the teaching performance of a Bio 380 Lab Intern during introductory and all other presentations to and discussions with the lab students.
Points Possible Total Points
CONTENT COVERAGE & ACCURACY (0 - 4) ______
EFFECTIVENESS (0 - 3) ______
CLASS PARTICIPATION (0 - 3) ______
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Some Science Organizations and Journals for Biology Teachers -
Organization (Regular Publications):
National Association of Biology Teachers, NABT (American Biology Teacher)
National Science Teachers Association, NSTA (The Science Teacher, Journal of College Science Teaching, Science Scope, Science and Children)
American Association for the Advancement of Science, AAAS (Science)
American Institute of Biological Sciences, AIBS (Bioscience)
Missouri Academy of Science, MAS (Transactions of the Missouri Academy of Sciences)
Science Teachers of Missouri, STOM (Missouri Science News - newsletter)
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AAAS Science Processes (9) - Observing, Measuring, Classifying, Inferring, Predicting, Communicating, Formulating Hypotheses, Experimenting, Interpreting Data.
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Portfolio Overview -
Portfolio - A container of collected evidences with a purpose.
The MWSU Department of Education requires that the teaching candidate's hard copy portfolio be housed in a 3", 3-ring binder with tabs and pockets. An extra box (relatively small!) may also be included. It is also recommended that each student develop a modified electronic version of the hard copy portfolio for Internet.
Main Sections of the required Science Teaching Portfolio (Title page, Table of Contents, Purpose, Goals, Philosophy of Science Education, Evidences, Summary)
Purpose - to convince people that you are developing as a competent science teacher. (Expand on this as necessary.)
Goals - to demonstrate how the MWSU Teacher Education Program Standards (described at the beginning of the Bio 380 course webpage) and the Missouri Western Teacher Leadership Dispositions (also described at the beginning of the Bio 380 course webpage) are met by the pre-service teacher (Bio 380 student). An understanding of the use of educational technology, leadership behaviors and student/faculty diversity issues should also be demonstrated. In addition, to demonstrate how the pre-service teacher helps students meet the Missouri Show-Me Standards (Performance Goals and Knowledge Standards in Science) and the National Science Education Standards (Science Concept Standards, 9 - 12). (Various other teacher and student standards are found under "Standards" on the MWSU Teacher Ed. Program website. Also look at NSTA 2003 Standards for Science Teacher Preparation Standards).
Philosophy of Science Education - To include disposition toward student diversity and best teaching practices/methods.
Evidences - Artifacts (journal reflections, quizzes & exams, research papers, article critiques, textbook evaluations, course outlines, unit plans, lesson plans, annual course budgets, etc. - produced in the normal course of teaching), Productions (produced by the pre-service teacher (Bio 380 student) especially for the portfolio - such as the Purpose, Goals, Philosophy of Science Teaching, Summary etc....., Attestations (letters of recommendations and evaluations....) and Reproductions (videotapes of teaching, newspaper articles of teaching activities, photographs, bulletin board photos - copies or descriptions of teaching-related activities). Evidences in your Science Teaching Portfolio can come from sources outside of the Bio 380 course.
Additional Materials that MUST be Included within the Portfolio -
Sample Resume (Your resume should be included after the Summary in your portfolio.):
Special Assignment (part of the portfolio)
-- Bio 380 An Assignment --
Assume that you have been hired as a teacher at Middlebury High School. You will be teaching five sections (20 students per section) of first-year biology to freshman and sophomores.
The teacher that you are replacing selected the book ______________________________ by __________________ . Lab books were also purchased by the previous instructor but he did not do any labs with the students even though the biology room contains six lab tables (4 chairs each) each with water and gas.
The chemistry teacher at Middlebury High has been there several years and he has built up a very good chemistry lab program for students. Consequently, there are plenty of glassware items (beakers, graduated cylinders, flasks, etc.), scales, Bunsen burners all most other lab materials (including chemicals) typically used in high school chemistry. You have talked with your school principal about the need for a good lab program and she has convinced the School Board about the need for increasing the amount of lab activities in science classes in order to improve the quality of science education (and the state achievement scores) in the district. The School Board has thus provided you with a $2,500.00 budget to purchase materials for your lab program.
Middlebury H. S. has a complete set of American Optical microscopes with 10X, 40X and 100X objective lenses, two dissecting microscopes, twenty dissecting pans, and twenty complete sets of dissecting instruments. Assume no other biology equipment or supplies but do assume the use of any chemistry non-consumable materials and equipment. All chemicals used by the biology students should be purchased with the biology budget of $2,500.00.
Your assignment is to:
1. Complete the textbook evaluation forms and determine the reading level of your assigned textbook.
2. Develop a complete course syllabus based on the major UNITS to be covered in your course. (Include a Statement on Course Mechanics and Safety, a Course Content Outline with a listing of appropriate labs to be completed during the year.
3. Develop a detailed outline of one unit with general student objectives.
3. Order $2,500.00 worth of lab materials to support you lab program.
**A special request with justification given for each item will be requested for any purchases above and beyond the $2,500.00 limit.
Summary - may include pre-service teacher resume.
*Captions* - Every piece of evidence in the portfolio should have an explanation of why it is in the portfolio - why it is important to meeting the purpose and goals of the portfolio.
The Pre-service Teacher is the portfolio developer and to a large extent the designer . Therefore, there is strong student ownership. Assessment of the portfolio is authentic . There is high validity (everything in it is directly related to teaching and teacher development) but low reliability because it is hard to be consistent in evaluating it (More than one evaluator is used to compensate for this problem.). Everything in the Bio 380 Student Science Teaching Portfolio can be used for the final MWSU Education Department Portfolio and beyond.
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** Check the Campus "O" Drive under Bio380ScTeaPortfolios in the Biology folder for a short Power Point Presentation about Portfolio Development.
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Portfolio Evaluation Form - Expert Judgment (In an attempt to improve the reliability of assessment, more than one practicing teacher or professor should evaluate each student teaching portfolio. In order to be in alignment with the Education Department evaluation rubric, the following 5 point system is used: 5 = Advanced, 4 = Proficient, 3 = Basic, 2 = Low Basic, 1 = Unacceptable. Average scores should be used.)
Overall Organization 1 -> 5 pts.
Is the Table of Contents and physical arrangement of
contents easy to follow? Does the organization reflect the goals of the
portfolio?
Overall Attractiveness 1 -> 5 pts.
Reference to Purpose and/or Goals 1 -> 5 pts.
Are there materials or references in the portfolio that
focus on the Standards and Dispositions? Are there materials references in
the portfolio that deal with other teaching standards or student learning
standards?
Statement of Philosophy of Science Teaching 1 -> 5 pts. - Is it supported by sound reasoning and the literature of science education? Does it provide a sound basis for future instructional developments?
Evidences (40 pts. possible) - Artifacts 30 pts possible = quiz questions 1 -> 5 pts., article critiques 1 -> 5pts., reflective journal entries 1 ->5 pts., course syllabus/unit plans/lesson plans 1 -> 5 each = 15 pts.), Documents 1 -> 5 pts. (at minimum this will include a resume), Attestations 1 -> 5 pts. (at minimum this will include a general biology lab teaching evaluations - 2) and Reproductions (optional - Can be considered as a part of the Overall Appropriateness of Evidences).
Overall Appropriateness of Evidences 1 -> 5 pts.
Are there sufficient evidences in each category and to
what extent do these evidences indicate success in each category?
Effective Use of Captions 1 -> 5 pts - Purpose for every item in the portfolio.
To what extent does each evidence have an accompanying
caption that explains the exact purpose of the evidence?
Total = 70 pts. possible
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Grading:
The final course grade will be based on the following components:
| Quiz Questions = 5% |
| Reflective Journal Entries = 5% |
| Exam = 20% Will be given after midterm grades are due but before final exam week |
| Teaching Evaluations and Lesson Plans = 10% |
| Weekly Article Critiques = 10% |
| Lab demonstration = 10% |
| Student Science Teaching Portfolio = 40% |