Secondary Science Methods

Professor Grace Eason

This project consisted of two enhancements: (1) a field experience for students working closely with a local high school teacher and his class, in which students practiced pre/post assessment of a series of lessons using the BSCS 5E model; and (2) the creation of e-Textbooks using the NSTA Learning Center to select good curricula and resources.

An important part of the enhancement included cross listing the course as both an introductory environmental science course and science methods course. Elementary majors were taking the course for science credit. Secondary science methods students were taking the course to learn environmental science as well as observe/experience/analyze a variety of science education research based teaching methods I used to teach the course. Examples of science methods content that were covered in the course are NGSS, ISTE and UMF teaching standards for state certification, Student Misconceptions in Science, BSCS 5E model, Lab and Field Safety, Inquiry Labs, Formative and Summative Assessments, and Service Learning. Course Assessments included: Pre and Post assessment of student self-efficacy regarding changes in behavior towards the environment and student’s ability to take action.  Students also developed a research-based framework for science education by using a variety of research supported teaching strategies. Assessment included: Case Study Exams, Unit Plans, and Reflective Self Assessments based on video footage of pre-service teachers effectiveness in working with middle school students and master teachers during a middle school field placement.