Science Concept Presentation - candidates present an elementary science concept using one or more of the instructional methods discussed in class. The presentation is assessed by means of a rubric. (Rubric and additional directions can be found at http://www.jhargis.com/demo3310.htm)

Assessment Assignment - candidates will develop a rubric to assess students’ understanding of a science concept or skill. The task will be assessed by means of a rubric.   (Rubric and additional directions can be found at http://www.jhargis.com/assess.htm)

Misconceptions Interview -candidates interview students identify and analyze commonly held science misconceptions. This activity will be assessed by a set number of points.   (Rubric and additional directions can be found at )

Active Engagement In-Class -candidates will complete a series of labs and activities that are representative of different elementary science content and methodology. Activities will be assessed by a set number of points.   (Rubric and additional directions can be found at http://www.jhargis.com/inclassact.htm)

*All Critical Tasks must be successfully completed at a Satisfactory or above level to pass the course. One attempt at remediation will be permitted according to a time frame specified by the instructor. An unsatisfactory result on a critical task, an unsatisfactory on a remediated critical task, or a critical task that the candidate has chosen not to remediate will result in a failing grade for the course.  Scores from the original and the remediated product will be averaged to produce the students final score for the task.

Course Policy and Guidelines
All policies are derived from the Student Handbook  Attendance - Student Handbook indicates to check with each instructor at the beginning of the new term for his policy.  Religious Observances cited in the handbook will be followed.

Academic Integrity Code
In order to protect the academic integrity of the teaching, learning, and evaluation process, the University of North Florida expects all members of the academic community to respect the principle of academic freedom, and to behave with academic integrity. Briefly stated, academic misconduct shall consist of any attempt to misrepresent one’s performance on any exercise submitted for evaluation. The primary responsibility for insuring adherence to the principle of academic integrity rests with students and faculty.  Any infraction, which comes to the attention of, any person should be brought to the attention of the faculty member to whose course it pertains.

Violations of Academic Integrity
Violations of the principle include, but are not limited to:

• Cheating: Intentionally using or attempting to use unauthorized materials, information, notes, study aids, or other devices in any academic exercise. This definition includes unauthorized communication of information during an academic exercise.
• Fabrication and Falsification: Intentional and unauthorized alteration or invention of any information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting information for use in any academic exercise.
• Multiple Submissions: The submission of substantial portions of the same academic work for credit (including oral reports) more than once without authorization.
• Plagiarism: Intentionally or knowingly presenting the work of another as one’s own (i.e., without proper acknowledgment of the source). The sole exception to the requirement of acknowledging sources is when the ideas, information, etc., is common knowledge.
• Abuse of Academic Materials: Intentionally or knowingly destroying, stealing, or making inaccessible library or other academic resource materials.
• Complicity in Academic Dishonesty: Intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty.

Instructor Policies  
Academic and Behavior Concerns: Teacher candidates are expected to follow policies on academic integrity, academic requirements, and appropriate classroom behavior.
Attendance: Candidates are expected to be punctual and actively participate every session.  This is a very, very basic expectation and if the candidate cannot meet this, they should re-evaluate taking this course at this time in their program.
Professionalism: Promptness, punctual attendance, participation, and responsible behavior will influence the instructor’s perception of candidate professionalism. Active, positive, engaging, participation in class activities is essential. As pre-professionals, you should be at the point in your career where you have learned to ask and answer these questions:
  i. How do I know when I know something (metacognition)? What is the evidence and how reliable is it?
  ii. How are things, events, theories, models or people connected?  What is the cause and effect - how do they fit together?
  iii. What is new and what is old - have I run across this idea before?  When, where, what did it mean to me then, and how I can expand and further connect the concept now.  (if you cannot do this, then chances are you do not believe in Constructivism)
  iv. So what?  Why does it matter?  What does it all mean?   
Assignments: Course assignments will involve preparation based on discussions, readings, peer cooperation, class participation and technology. Many assignments are used as a prerequisite for class activities and discussions. Failure to consider these areas will adversely affect task scores and the course performance.
Cell Phones/Beepers/PDA's:  Candidates are expected to turn off ALL electronic devices PRIOR to the start of each class.

Topics to be Addressed and Tentative Schedule

"Some students struggle to connect the activities in class with the Foundational Science Methods presented in this course.  Therefore, I have created a table which correlates our activities to the appropriate science education methods at Science Education Methods."

Bibliography
·         Brandt, R. (1992). A more ambitious agenda. Educational Leadership, (49)7, 3.
·         Corno, L., & Snow, R. E. (1986). Handbook of research on teaching. Englewood Cliffs, NJ: Merrill/Prentice Hall.
·         Follansbee, S. (1997). Can online communications improve student performance? ERS Spectrum, 15(1), 15-26.
·         Jonassen, D. H. (1991a). Objectivism vs. Constructivism. Educational Technology Research and Development, 39(3), 5-14.
·         Koran, J. J., Jr., & Koran, M. L. (1988). Using modeling to direct attention. Curator, 31(1), 36-42.
·         Novak, J. (1977). A theory of education. Ithaca, NY: Cornell University Press.
·         Palmieri, P. (1997). Technology in education... Do we need it?, ARIS Bulletin, 8(2), 1-5.
·         Piaget, J. (1974). Cognitive development in children: The Piaget papers, Journal of Research in Science Teaching, 2,170-230.
·         Pintrich, P. R. (1995). Understanding self-regulated learning. New Directions for Teaching and Learning, 63, 3-12.
·         Popham, W. J. (1988). Educational evaluation. Englewood Cliffs, NJ.: Littlefield, Adams.
·         Schunk, D. H. (1996). Learning theories. Englewood Cliffs, NJ: Prentice-Hall, Inc.
·         Winne, P. H. (1996). Metacognitive view of individual differences in self-regulated learn. Learning and Individual Diff, 8, 327-353.
·         Zimmerman, B. J. (1990). Developing self-reg learners: From teaching to self-reflective practice. New York, NY: Guilford Press.

Websites
·         Useful Science Links http://www.jhargis.com/science.htm
·         FL DOE http://www.firn.edu/doe/  
·         Blackboard - http://www.blackboard.com 
·         US DOE http://www.ed.gov/index.jsp
·         FL FCAT http://www.firn.edu/doe/sas/fcathome.htm
·         Blooms Taxonomy http://www.jhargis.com/blooms.htm
·         Information Processing http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html
·         Concept Mapping http://www.mindtools.com/mindmaps.html
·         Code of Ethics and Principles of Professional Conduct of the Education Profession in FL http://www.firn.edu/doe/bin00061/publications/ethics.pdf
·         Educator Accomplished Practices-Teachers of the 21st Century
http://www.firn.edu/doe/bin00061/publications/12practices.pdf
·         Subject Matter Content Standards for Florida Teachers
http://www.firn.edu/doe/bin00061/publications/smcstandards.pdf
·         Performance Standards for Teachers of English for Speakers of Other Languages
http://www.firn.edu/doe/bin00011/perstand.htm
·         Sunshine State Standards http://www.firn.edu/doe/cgi-bin/doehome/menu.pl 
·         NCATE Unit Standards (National Council for Accreditation of Teacher Education)
http://www.ncate.org/2000/unit_stnds_2002.pdf
·         NCATE Program Standards: Elementary, Secondary
http://www.ncate.org/standard/programstds.htm
·         NCATE Technology Standards
http://www.ncate.org/standard/new%20program%20standards/iste%202001.pdf

Instructor Goals
1. Communicate effectively with students.
2. Demonstrate enthusiasm for course material and teaching.
3. Demonstrate a mastery of the course content.
4. Relate material to current examples and practices in the subject area.
5. Clearly explain complex concepts and ideas.
6. Lectures are organized and provide a framework for learning.
7. Course syllabus accurately described the course.
8. Use course instructional materials effectively.
9. Strive to involve students in class activities.
10. Use class time well.
11. Foster an environment conducive to critical thinking.
12. Treat all students in a consistent manner.
13. Exams reflect the material covered in the course.
14. Willingly assists students outside of class.
15. Provide a challenging class.

Also,
1. Describe course objectives and assignments.
2. Communicate ideas and information.
3. Express expectations for performance in this class.
4. Be availability to assist students in or out of class.
5. Respect and concern for students.
6. Stimulate interest in course.
7. Facilitate learning.