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Online · School of Education · Graduate Education

Teaching Science in the Middle School
EDUC-635

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 07/28/2020

Course Description

Contemporary methods and research for teaching science to middle school students.

Requisites

Prerequisites

None

Rationale

This course is designed to help middle school teachers improve the skills necessary to effectively teach science in a God-centered manner.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Analyze the major concepts in life, physical, and earth science.
  2. Use developmentally appropriate strategies to design and deliver instruction in science.
  3. Discuss methods to provide active inquiry experiences in the teaching of science by using various questioning skills and developing science process skills.
  4. Design a unit that will focus on diverse students which will promote their engagement in the schooling process, especially science and mathematics.
  5. Evaluate important areas of educational policy issues and professional development from a biblical perspective.

Course Resources

Required Resource Purchases

Chiappetta, E. L., & Koballa, T. R., Jr. (2015). Science instruction in the middle and secondary schools: Developing fundamental knowledge and skills (8th ed.). Pearson: Upper Saddle River, NJ. ISBN: 9781323135297. (This required resource has been provided in this course as an e-book).However, if the student prefers a physical copy of the book, he or she may purchase it through the Liberty University Online bookstore, MBS Direct. The purchase of the physical copy of the textbook is optional.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Recommended Resource

American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, DC: Author.

Additional Materials for Learning 

    1. Computer with basic audio/video output equipment
    2. Internet access (broadband recommended)
    3. Blackboard recommended browsers
    4. Microsoft Office

Course Assignments

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (4)

Discussion Boards are collaborative learning experiences. Therefore, the candidate will complete 4 Discussion Board Forums in this course. The response to the discussion board question posed must contain at least 200 words and be posted in a new thread of the corresponding forum. Candidates must reply with at least 150 words each to 3 classmates’ threads. (MLO A, B D, E)

Literature Review Assignments (2)

The candidate will complete 2 Science Literature Reviews designed to acquaint yourself with teacher-oriented literature in education. The candidate will prepare a 2-4-page typed report for each article including a summary of the main points and a reaction or analysis that includes a reflection of how one might use this information as a science educator. The summary of the paper will state how important the article is to the field of education. Each review must include a title page and reference page and must be in APA format. The topic reviews must be submitted via SafeAssign. (MLO A, D, E)

Chapter Assignments (2)

The candidate will read the assigned chapters and submit a detailed summary of the chapter assignments completed. There is no need to type out the questions. All Chapter Assignments will be submitted in a single Microsoft Word document. (MLO A, D, E)

Science Experiment

The candidate will conduct a science experiment in 2 steps throughout this course:

Science Experiment: Proposal

The candidate will complete the first few steps of the Science Experiment including the problem/question, prior knowledge/research, prediction/hypothesis, and plan/procedure. (MLO A, C)

Science Experiment: Final

The candidate will complete an experiment by submitting data collection, data analysis, and inference/conclusion in addition to the Science Experiment: Proposal. The Science Experiment: Final will be a total of 5–7 pages (excluding the title page and reference page). (MLO A, C)

Electronic Vocabulary Notebook

The candidate will complete an electronic vocabulary notebook throughout the course. Each defined word will have the definition and a simple but impacting visual of that definition. A provided template will be used to compile a notebook of at least 10 unfamiliar science vocabulary words and definitions. (MLO A, D)

Integrated Lesson Plan

The candidate will an extensive, integrated lesson plan for a science unit. Each lesson plan will be based on the 5 E’s Learning Cycle and composed using the Lesson Plan Template. (MLO A, B, C, D)

Course Grading

Course Requirements Checklist

10

Discussion Board Forums (4 at 50 pts ea)

200

Science Literature Reviews (2 at 50 pts ea)

100

Chapter Assignments (2 at 100 pts ea)

200

Science Experiment

 

Science Experiment: Proposal

50

Science Experiment: Final

100

Electronic Vocabulary Notebook

100

Integrated Lesson Plan

250

Total

1010

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Schedule

EDUC 635

Textbook: Chiappetta & Koballa, Science Instruction in the Middle and Secondary Schools (2015).

Module/ Week

Reading & Study

Assignments

Points

1

Chiappetta & Koballa:

chs. 1–2

5 presentations

Course Requirements Checklist

Advising Guide Acknowledgement

Class Introductions

DB Forum 1

Science Literature Review 1

10

0

0

50

50

2

Chiappetta & Koballa:

chs. 3, 5

4 presentations

Science Experiment Proposal

50

3

Chiappetta & Koballa:

chs. 4, 6

4 presentations

DB Forum 2

Science Literature Review 2

50

50

4

Chiappetta & Koballa:

chs. 7, 9

10 presentations

Chapter Assignments 1

100

5

Chiappetta & Koballa:

chs. 8, 10

4 presentations

DB Forum 3

Complete Science Experiment

50

100

6

Chiappetta & Koballa:

chs. 11–12

4 presentations

Electronic Vocabulary Notebook

100

7

Chiappetta & Koballa:

chs. 13–14

7 presentations

DB Forum 4

Chapter Assignments 2

50

100

8

Chiappetta & Koballa:

ch. 15

1 presentation

Integrated Lesson Plan

250

Total

1010

DB = Discussion Board

NOTE: Each course week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.