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Educ 4234 (3cr.) Science, Technology, and Society Fall 2002 Syllabus
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| Course Description: In this
course we will explore the interactions among science, technology, and
society (STS) through an issues approach. We will investigate the history,
nature, and future of STS topics by applying seemingly diverse disciplines
from science and social studies. Throughout the course there may appear to
be an emphasis on content. However, the course will provide experience with
models for teaching STS and periodic lectures and discussions will also
address teaching methods for STS. The ultimate goal is that we increase our
knowledge base and skills in teaching about science, technology, and
society. Our assumption is that if we can address STS in effective ways as
teachers, our students will become reflective, empowered participants who
can collaborate to guide society through future STS concerns.
The learner outcomes for this course are derived from NCATE (National Council for the Accreditation of Teacher Education) standards, MBOT (Minnesota Board of Teaching ) standards for science and social studies teacher licensure, INTASC (Interstate New Teacher Assessment and Support Consortium) Standards/MN Standards of Effective Practice, Five themes of the Learner-Sensitive Teacher model in the Department of Education at UMD. The course emphasizes the following broad standards: 1. A teacher of social studies understands the relationships among science, technology, and society. 2. A teacher of science must demonstrate science perspectives, including: understanding and conducting science inquiry. 3. A teacher of science must have the knowledge and ability to make conceptual connections within and across the domains of science and between science and technology. The teacher of science must understand: connections across the domains of science; connections between science and technology; and connections between science and other school subjects. 4. A teacher of science understands how knowledge of science and technology and knowledge of factors influencing personal and community health, population growth, natural resources, environmental quality, and natural and human-induced hazards influence decisions about personal and societal issues.
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Course Outcomes:
Dispositions:Knowledgeable, authentic, creative, cooperative, compassionate, open minded, inclusive, problem solver, reflective, respectful, sensitive, sense of humor, responsible, organized, life-long learner. Instructional Strategies, Class Format, & Diversity: Your learning will include: small and large group discussion and activities, lecture, cooperative learning, videos, homework assignments, simulations, role play, outside reading, personal reflection and a community service learning project. Class sessions will revolve around the themes of diverse classroom learning and teaching environments. Daily attention will be given to relating new information from readings, videos, and speakers to personal past experience and present experience in school settings.
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| Note: If you have any disability, either permanent or temporary, or if you have any other special circumstances which might affect your ability to perform in this class or in the field, please inform me before it affects your participation. Then we can work together to adapt methods, materials, or assignments as needed to provide for your equitable participation in the course. | |||||||||||||||||||||||||||||||||||||||||||
| Schedule & Assignments: The tentative schedule and assignments for the class are provided on separate web pages. The links at the top of this page provide quick, easy access to those pages. | |||||||||||||||||||||||||||||||||||||||||||
| Grading: Grading for each
of the assignments for this class is done on an A-F basis. Students must
receive a passing (C- or better) grade on ALL assignments in order to pass
this course. Below is a list of the assignments and their percent of the
final grade. Refer to
the Schedule & Assignments for details and due
dates.
*IMPORTANT: I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER
PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT
AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER
WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE
EQUITABLE PARTICIPATION. |
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| Class Policies and Expectations
1. Participation and attendance This class depends on the informed involvement of all students. You are expected to come, on time and prepared for class, with a desire to make the content meaningful for your own personal and professional development. Most of the STS issues we will discuss involve controversial issues, some of which might generate strong differences of opinion. We will all practice listening carefully to what others say and we will respect the right to differences in opinions and differences in values. Your absence from class for any reason is recorded. Excused absences are only for: (A) confirmed sickness (B) University sponsored activities (C) confirmed personal emergencies (D) exceptional weather related circumstances. Application for excused absences must, in all instances, be made prior to the class to be missed. During many class periods you will be responsible for bringing information that your class group needs in order to function. You need to get this information to your group prior to class for all excused absences. Application for an excuse is by email, voice mail, or in writing. If you miss class without an excused absence, you will not be allowed to make up any missed material. 2. Weekly issues explorations Each week, beginning week 3 through week 11, we will explore a specific STS issue. Students will be responsible for library and internet readings on a STS issue prior to being involved in class activities. Additional details about the in-class activities will be discussed in class. Your readings and library/internet research will involve cooperative group assignments to find and summarize information that addresses one or more of the following aspects of a STS issue: A) the history of how the issue has developed; B) the values, attitudes, & beliefs (including cultural differences) that interact with the issue; C) the positive impacts (benefits) and negative impacts (costs) associated with the issue; D) examples of how diverse disciplines have contributed scientific research and evidence related to the issue; E) current and alternative policies associated with the issue, strategies for achieving the policies. You will post your opinion on the WebX discussion before the next class. The process of posting will be demonstrated in class. During the weeks where we discuss the issues explorations you will be expected to arrive in class with your notes, prepared to engage in in-class activities related to the issue. 3. Inquiry investigation A) Groups of 3-5 students will select a STS inquiry problem, conduct background readings on the problem, develop a design for investigating the problem, conduct the research, summarize the results, and explain how the results can be used as a basis for suggestion a course of action related to the project. Each group member will have a defined role. The roles will be discussed in class. B) The inquiry investigation groups will make presentations on the issue and their research beginning the third week of class. 4. Final Paper The final will be a synthesis of what you have learned about how to integrate your teaching of STS in science and social studies. Each of you will develop a synthesis that communicates how you will approach teaching STS. For most of you the synthesis will probably be a 4-8 page paper. But some of you may choose alternative methods of communicating your synthesis such as: a play, a dramatization, a web site, etc. Capitalize on your preferred learning and teaching styles to communicate your synthesis.
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