The
1. Course prefix and nu=
mber: SCE 4237 (4
credits)
2. Course title: SCIENCE / TECHNOLOGY / SOCIETY INTERACTION
3. Regular instructors:=
Dr.
Barbara S. Spector
4. Course prerequisites:
(none)
5. Course description: Achieve an historical and philosophical understanding =
of
1) the nature of the scientific enterprise: interaction of science, technol=
ogy,
and society (STS), (2) how to teach STS including the use of computers and
related technologies, and (3) intricacies of sample STS topics.
This cou=
rse
develops students’ awareness of science and technology as human
enterprises that take place in a social, environmental, and historical
context. Various interactions=
of
science, technology, and society are explored in the context of STS issues
relevant to the learners. The
learner constructs a grounded theory about the nature of the interaction of
Science, Technology, and Society and its role in science education reform.<=
span
style=3D'mso-spacerun:yes'> The instructor models constructivi=
st
teaching strategies. The goal of the course is to enable learners to constr=
uct
a historical and philosophical understanding of (1) the nature of the
scientific enterprise, including the interaction of science, technology, and
society ; (2) the multiple dimensions and complexities of sample STS
topics; and (3) how to teach =
STS to
diverse audiences. This course
fulfills four graduation requirements.1
6. Course goals and objectives
The
participant will be able to
a) describe=
the
nature of science from both current and historical perspectives;
b) describe=
the
nature of technology from both current and historical perspectives;
c) describe=
the
interaction of science and technology with each other and society;
d) construc=
t an
understanding of the nature of the scientific enterprise including the role=
of
the interactions among science, technology, and society, and generate a
grounded theory of STS;
e) use STS =
as the
context to help learners construct basic science concepts;
f) =
use a constructivist approach to teach diverse student
audiences about the nature of the scientific enterprise and the interaction=
of
science, technology, and society;
g) explain =
the
role of STS in the science
education reform movement.
7. Content outline
(a) paradigm
shifts,
(b) science =
versus
pseudo-science,
(c) academic
perspectives on STS,
(d) historic=
al
perspectives of STS interactions,
(e) New Libe=
ral
Arts program,
(f) current
environmental issues - hazardous waste
(g) technolo=
gy and
psychology,
(h) the AIDS
dilemma,
(i) site explorations,
(j) multiple perspectives on STS in
schooling.
8. Evaluation of stu=
dent
outcomes
Assessment is embedded in instruction. Data for
assessments will be collected from the following tasks that the students are
required to complete:
a) Particip=
ate in
a study group and in electronic mail discussions.
b) Review S=
TS
databases for publications, software, and videos.
c) View the=
video
taped series Connections and The Day the Universe Changed.
d) Read all=
print
matter on the required reading list.
e) Read two=
books
chosen from the New Liberal Arts monograph series and share the contents of
them with classmates. Be thor=
ough
enough so that those who have not read the same books can speak intelligent=
ly
about the particular example of
STS to their future
students.
f) =
Develop and present an action plan addressing an STS iss=
ue.
g) Final Pr=
oject:
Develop an original format to assess the degree to which you have integrated
information from the experiences in this course into your own conceptual
framework. Include your understanding of the scientific enterprise and a pl=
an
for teaching STS. Share this =
plan
with the class as your final assignment.&n=
bsp;
Be sure to include references to material from all the assigned
readings, video tapes, and computer programs.
h) Write re=
sponse
papers (exit memos) for each class session.
i) =
Keep an extensive , reflective journal in which y=
ou integrate
the meanings you are constructing from your various experiences related to
STS. Make a minimum of one en=
try
each week.3
9. Grading criteria<=
/u>
Your
grade is based on the quality and quantity of your participation during
on-campus and off-campus sessions and the quality and quantity of assignmen=
ts
you complete. One of the crit=
eria
used to assess quality is your analytic, conceptual, and creative thinking =
as
expressed through your oral communications in class and in written assignme=
nts.
Consequently, attendance at all class sessions, for the entire session, is
required. Absences and tardin=
ess
will be reflected in your grade.
Failure to return all materials that have been loaned to you will re=
sult
in a final grade of
“F”.
10. Textbook and readings
Aikenhead
(1992), The integration of ST=
S into
science education. Theory =
into
practice, 31 (1), 27-35.
Associat=
ion
for the Advancement of Science. (1989).&nb=
sp;
Science for all Americans.&n=
bsp;
NY:
American
Association for the Advancement of Science. (1994). Benchmarks for science literacy=
. NY:
BSCS.
Carter, =
C.
(1991). Science-technology-society and access to scientific knowledge. Theory into practice , 3=
0
(4), 273-279.
Hammond,=
A. L.
(Ed.). (1984). Century of the
sciences: Twenty discoveries that changed our lives. Science 84 ,
Hammond,=
A. L.
(Ed.). (1985) The next step: Twenty-five discoveries that could=
change our lives. Science 85, 6 (9).
Hurd, P.=
D.
(1991). Closing the education=
al
gaps between science, technology, and society. Theory into practice , 3=
0
(4), 251-259.
Kuhn, T.
(1970). The structure of
scientific revolutions. <=
st1:City
w:st=3D"on">Chicago: The Monograph
Series of the New Liberal Arts Program. (1989) Stony Nagasu, =
N.
(1992). What is STS approach:
Historical and practical background.
Bulletin of society of japan science teaching, 33 (2),
78-88. Solomon =
J.
& Aikenhead, G. (1994) STS education: International perspectives on
reform. Ways of Knowing
Spector,
B.S. (1990) Community reso=
urces
for meaningful learning. =
Spector,=
B.S.,
and Lederman, N. (1990). Science and technology: Human
enterprises.
Spector,=
B.S.
(1991). Middle school and STS=
: an ideal match. International journal of science
education.
Spector,
B.S. (1993). Order out of chaos: Restructuring schooling to reflect
society's paradigm shift. =
School
Science and Mathematics Association &=
nbsp;
93 ( 1), 9-19.
Yager, R=
. (1990). The science/technology/society mov=
ement
in the
11(a)&=
nbsp; ADA Statement: Students
with disabilities are responsible for registering with the Office of Student
Disabilities Services in order to receive special accommodations and servic=
es.
Please notify the instructor during the first week of classes if a
reasonable accommodation for a disability is needed for this
11(b). USF Policy on Religious Observances=
:
Students who
anticipate the necessity of being absent from class due to the observation =
of a
major religious observance must provide notice of the date(s) to the
instructor, in writing, by the second class meeting.
Attachment
1
College of Education
Departmental Course Syllabus
1) &n=
bsp;
Rationale for setting goals and
objectives: what sources of information (e.g., research, best practices)
support the formulation and selection of course goals and objectives.
Knowledge of how people learn science, the nat= ure of science, and the reform movement in science education support the formulati= on and selection of course goals and objectives. The National Science Education Standards (NRC,1989) and Benchmarks for Science Literacy (AAAS,19940 and Le= arning How To Learn (Novak & Gowin, 1984) are key sources of information.
2) &n=
bsp;
List the specific competencies
addressed from the relevant national guidelines.
3) &n=
bsp;
Are there field-based experiences =
in
this course? If so, please br=
iefly
indicate nature and duration.
Yes. There are field-based experiences in this course. Students are required to be in sch= ools for a minimum of 15 hours. Th= ey are to interact and observe science teachers and classes.
4) &n=
bsp;
Is technology used in this
course? If so, please briefly=
indicate
type of technology and how it is used to manage, evaluate and improve
instruction. Our students pro=
vided
opportunities to access and/or demonstrate use of technology in instruction=
in
this course? If so, please br=
iefly
describe. (See accomplished
practice No. 12)
Yes. Students are required to communicate on e-mail and to use the Intern= et as a resource for S.T.S. related information and S.T.S. lesson plans.
5) &n=
bsp;
List the specific competencies
addressed from the
Standard 1: T= he student uses the scientific processes and habit of mind to solve problems.<= o:p>
Standard 2: T=
he
student understands that most natural events occur in comprehensible,
consistent patterns.
Standard 3: T=
he
student understands that science, technology, and society are interwoven and
interdependent.
6) &n=
bsp;
Are there any components of the co=
urse
designed to prepare teacher candidate to help K-12 students achieve the
Sunshine State Standards? If =
so,
please identify.
All components of the course for designed to p= repare teacher candidates to achieve the Sunshine State Standards relating to the nature of science & the nature of technology and their interaction with society.
Attachment
1 (cont’d)
|
1.0 describe the nature of science f=
rom
both current and historical perspectives; |
paradigm
shifts, science versus pseudo-science, |
Journals e-mail original
final project |
Practice
# 3 – Continuous Improvement Practice
# 4 – Critical Thinking Practice
# 8 – Knowledge of Subject &nbs=
p; &=
nbsp;
Matter |
|
2.0 describe the nature of technolog=
y from
both current and historical perspectives; |
paradigm
shifts, New Liberal Arts program, |
Journals e-mail original
final project |
Practice
# 8 - Knowledge of Subject &nbs=
p; &=
nbsp;
Matter Practice
# 12 - Technology |
|
3.0
describe the interaction of science and technology with each other and
society |
paradigm
shifts, academic perspectives on STS, historical perspectives of STS
interactions, |
Journals e-mail original
final project review
of data bases |
Practice
# 12 - Technology |
|
4.0 construct an understanding of th=
e nature
of the scientific enterprise including the role of the interactions among
science, technology, and society, and generate a grounded theory of STS; |
academic
perspectives on STS, historical perspectives of STS interactions, technol=
ogy
and psychology, the AIDS dilemma, |
Journals e-mail original
final project Action
plan |
Practice
# 4 – Critical Thinking Practice
# 8 – Knowledge of Subject &nbs=
p; &=
nbsp;
Matter |
|
5.0 use STS as the context to help learners construct basic science concepts<= o:p> |
current
environmental issues - hazardous waste |
Journals e-mail original
final project Action plan |
Practice
# 8 – Knowledge of Subject &nbs=
p; &=
nbsp;
Matter Practice
# 10 - Planning |
|
6.0 use a constructivist approach to=
teach
diverse student audiences about the nature of the scientific enterprise a=
nd
the interaction of science, technology, and society; |
site
explorations, multiple perspectives on STS in schooling. |
Journals e-mail original
final project Action
plan |
Practice
# 2 – Communication Practice
# 5 – Diversity Practice
#10 – Planning |
|
7.0 explain the role of STS in the science education ref=
orm
movement. |
site
explorations, multiple perspectives on STS in schooling. |
Journals e-mail original
final project Action
plan |
Practice
# 8 – Knowledge of Subject &nbs=
p; &=
nbsp;
Matter Practice
# 12 - Technology |
ATTAC=
HMENT
II
Depar=
tmental
Course Syllabus
Prepr=
ofessional
Benchmarks for the Accomplished Practices
Practice #1 -- Assessme=
nt: The preprofessional teacher collects and uses data gathered from a
variety of sources. These sou=
rces
will include both traditional and alternate assessment strategies. Furthermore, the teacher can ident=
ify and
match the student’s instructional plan with their cognitive, social,
linguistic, cultural, emotional, and physical needs.
Practice #2 -- Communic=
ation: The preprofessional teacher recognizes the need for effective
communication in the classroom and is in the process of acquiring techniques
which she/he will use in the classroom.
Practice #3 -- Continuo=
us
Improvement: The
preprofessional teacher realizes that she/he is in the initial stages of a =
life-long
learning process and that self reflection is one of the key components of t=
hat
process. While her/his
concentration is, of necessity, inward and personal, the role of colleagues=
and
school-based improvement activities increase as time passes. The teacher’s continued
professional improvement is characterized by self reflection, work with
immediate colleagues and teammates, and meeting the goals of a personal
professional development plan.
Practice #4 -- Critical
Thinking: The preprofessional teacher is acquiring performance assessment
techniques and strategies activities designed to assist all students in
demonstrating their ability to think creatively.
Practice #5 -- Diversit=
y: The
preprofessional teacher establishes a comfortable environment which accepts=
and
fosters diversity. The teache=
r must
demonstrate knowledge and awareness of varied cultures and linguistic
backgrounds. The teacher crea=
tes a
climate of openness, inquiry, and support by practicing strategies [such] as
acceptance, tolerance, resolution, and mediation.
Practice #6 -- Ethics: The
preprofessional teacher adheres to the Code of Ethics and Principles of
Professional Conduct of the Education Profession in
Practice #7 -- Human
Development and Learning: Drawing
upon well established human development/learning theories and concepts and<=
span
style=3D'mso-spacerun:yes'> a variety of information about stu=
dents,
the preprofessional teacher plans instructional activities.
Practice #8 -- Knowledg=
e of
Subject Matter: The
preprofessional teacher has a basic understanding of the subject matter and=
is
beginning to understand that the subject is linked to other disciplines and=
can
be applied to real world integrated settings. The teacher’s repertoire of =
teaching
skills include a variety of means to assist student acquisition of new
knowledge and skills using that knowledge.
Practice #9 -- Learning
Environments: The
preprofessional teacher understands the importance of setting up effective
learning environments and has techniques and strategies to use to do so
including some that provide opportunities for student input into the proces=
ses.
The teacher understands that she/he will need a variety of techniques and is
working to increase knowledge and skills.
Practice #10 -- Plannin=
g: The preprofessional teacher recognizes the importance of setting hi=
gh
expectations for all students. The
preprofessional teacher works with other professionals to design learning
experiences that meet students’ needs and interests. The teacher candidate continually =
seeks
advice/information from appropriate resources including feedback, interprets
the information, and modifies her/his plans appropriately. Planned instruction will incorpora=
te a
creative environment and utilize varied and motivational strategies and
multiple resources for providing comprehensible instruction for all
students. Upon reflection, the
teacher continuously refines outcome assessment and learning experiences.
Practice #11 -- Role of=
the
Teacher: The
preprofessional teacher communicates and works cooperatively with families =
and
colleagues to improve the educational experiences at the school.
Practice #12 -- Technol=
ogy: The
preprofessional teacher uses technology as available at the school site and=
as
appropriate to the learner. S=
he/he
provides students with opportunities to actively use technology and facilit=
ates
access to the use of electronic resources.=
The teacher also uses technology to manage, evaluate, and improve
instruction.
1
3