Course Identification

Title:

Introduction to science education

Code:

20185021

Lecturers and Teaching Assistants

Lecturers:

Prof. Ron Blonder, Prof. Michal Armoni

TA's:

N/A

Course Schedule and Location

Year:

2018

Semester:

First Semester

When / Where:

Monday, 09:00 - 10:30, Musher, Meeting Rm

First Lecture:

30/10/2017

Field of Study, Course Type and Credit Points

Science Teaching: Lecture; Obligatory; 2.00 points

Comments

This course is for biology, computer science, chemistry, physics, and earth science - teaching certificate students only.

Prerequisites

No

Restrictions

Participants:

20

Language of Instruction

Hebrew

Attendance and participation

Expected and Recommended

Grade Type

Numerical (out of 100)

Grade Breakdown (in %)

Assignments:

20%

Interim:

20%

Seminar:

30%

Final:

30%

Evaluation Type

Other

Scheduled date 1

Date / due date

N/A

Location

N/A

Time

-

Remarks

N/A

Estimated Weekly Independent Workload (in hours)

3

Syllabus

Introduction to Science Education
The goals of the Science Education discipline
The historical development of the discipline of Science Education
Students' conceptions and misconceptions in science
Teaching for understanding and understanding performances
Students' motivation and self-efficacy
Inquiry-based science education (IBSE)
Learning science through the historical approach
Science and society (RRI)
Science teachers' knowledge
Technology enhanced science teaching
Informal science education
Research topics of science teaching faculty members

Learning Outcomes

Upon successful completion of the course- students should be able to:

Demonstrate knowledge of a broad picture about the nature of science education and the research conducted in the discipline, in order to improve the teaching and learning.
Use core concepts of the discipline within their research work
Read and understand research paper of the discipline

Reading List

Abd-El-Khalick, F., & Lederman, N. G. (2000). The Influence of History of Science Courses on Students' Views of Nature of Science. Journal of Research in Science Teaching, 37, 1057-109
Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499. doi:10.1002/tea.2013
Ben-Zvi, R., Eylon, B.-S., & Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education, 63(1), 64. doi:10.1021/ed063p64
Hofstein, A., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: a case study. International Journal of Science Education, 26, 47-62.
Perkins, D. (1998). What is understanding? In M.S. Wiske (Ed.), Teaching for understanding (pp. 39-58), NY: Jossey-Bass.
Kali, Y., & Linn, M. C. (2007). Technology-enhanced support strategies for inquiry learning. In J. M. Spector, M. D. Merrill, J. J. G. V. Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 445–461). Mahwah, NJ: Erlbaum.
Owen, R., Macnaghten, P., & Stilgoe, J. (2012). Responsible research and innovation: From science in society to science for society, with society. Science and Public Policy, 39(6), 751-760. doi:10.1093/scipol/scs093
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.

Website

N/A