COLLEGE OF EDUCATION
COURSE NUMBER / EDSE346
COURSE TITLE (CRH) / Methods I: Instructional Strategies for
Chemistry / (3CRH)
SEMESTER AND YEAR
INSTRUCTOR: EMAIL:
OFFICE NUMBER:OFFICE HOURS:
PHONE: CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course)
Teaching (mark on the box as appropriate)
1 / Content:Apply key theories and concepts of the subject matter. / √2 / Pedagogy:Plan effective instruction to maximize student learning. / √
3 / Technology:Use current and emerging technologies in instructionally powerful ways. / √
4 / Diversity: Foster successful learning experiences for all students by addressing individual differences. / √
Scholarship
5 / Problem Solving:Arrive at data-informed decisions by systematically examining a variety of factors and resources. / √6 / Scholarly Inquiry:Actively engage in scholarship by learning from and contributing to the knowledge base in education.
Leadership
7 / Ethical Values:Apply professional ethics in all educational contexts. / √8 / Initiative:Lead positive change in education.
COURSE DESCRIPTION
Candidateswillstudy goals, methods, and materialsappropriateforteachingsecondarylevelscourses in Chemistry, withspecialemphasisontheCurriculumStandardsfor theStateofQatar, Science.Topicswill includeconstructivistlearningtheories,discoverylearning, inquiry, learningcyclemodels, projectand problem-based learning, and thedesign and managementofsciencelaboratories.Thedifferencesbetween theAdvancedand Foundation Curriculums fortheStateofQatarNationalCurriculumStandardsand the changesin strategiesthatrequireswillbeexplored.Thiscoursehasa field-based component.
Prerequisites:EDSE 331 and EDSE 332
COURSE OBJECTIVES
Upon completion of thiscourse,thelearnerwillbeable to dothe following:
1. Develop an understandingof theNatureofScienceand the“BigIdeas”ofScience.
2. Design instructionandits correspondingassessments forChemistry.
3. Align curriculumplanningwiththeQatarNationalCurriculumStandards:Chemistry.
4. Providearationale fortheapplicationofselected classroompractices.
5. Critiqueprofessional information and materialsrelated totheChemistry.
6. Organizea laboratorysafetylessonfora typicalChemistrylaboratory.
7. Implement teachingpracticesunderthesupervisionofaprofessionaleducator.
COURSE LEARNINGOUTCOMES
- Explain the core concept of science and its various aspects and its relation to the teaching of science.
- Identify main concepts of Chemistryand the requirements of learning in Qatari curriculum.
- Createaneffectivelessonplanthat accommodates the different learning styles of students and their level of achievement.
- Apply proper instructionalstrategiesto teachChemistryconcepts through scientific experimentation, investigation and discovery.
- Implementvarious assessment strategiesthat measure students learning knowledge and skills.
- Applyappropriateuseofvariousmedia(e.g., electronic, print, audio, video)inteachingChemistry.
- Comparevariousinstructionalstrategiesusedin differentclassrooms through field observations and participation.
- Writes a reflection paper regarding his/her performance and practices in the course.
TEXTBOOKSREFERENCES
امبوسعيدي ,عبداله بن خميس و البلوشي ,سليمان بن محمد (2015 ) طرائق تدريس العلوم: مفاهيم وتطبيقات عملية. عمان: دار المسيرة للنشر والتوزيع والطباعة.
REFERENCES (Additional references)
Arabic References
- أبو جلالة, صبحي (2005). الجديد في تدريس تجارب العلوم. مكتبة الفلاح للنشر والتوزيع.
- أبو جلالة, صبحي (2005). استراتيجيات حديثة في طرائق تدريس العلوم. مكتبة الفلاح للنشر والتوزيع.
- خطايبه, عبدالله محمد (2005). تعليم العلوم للجميع. عمان: دار المسيرة للنشر والتوزيع والطباعة.
- زيتون, عايش ( 2005 ). أساليب تدريس العلوم. عمان: دار الشروق للنشر .
- زيتون, عايش ( 2005 ). النظرية البنائية واستراتيجيات تدريس العلوم. عمان: دار الشروق للنشر .
- زيتون, عايش ( 2010 ). الاتجاهات العالمية المعاصرة في مناهج العلوم وتدريسها. عمان: دار الشروق للنشر .
- السعدني, محمد عبد الرحمن ; السيد عوده, ثناء مليجي (2006). مدخل الى تدريس العلوم. القاهرة: دار الكتاب الحديث.
- مازن, حسام (2008). تعليم وتعلم العلوم. عمان : دار الفجر للنشر والتوزيع.
- علي, محمد السيد ( 2003 ). التربية العلمية وتدريس العلوم . عمان: دار المسيرة للنشر والتوزيع.
English References
- Carin, A. A., Bass, J. E., & Contant, T. L. (2005). Activities for Teaching Science as Inquiry (6thed). Pearson education, Upper Saddle River: NJ.
- Hassard, J. & Dias, M. The Art of Teaching Science: Inquiry and Innovation in Middle School and High School (2nd e.) Routledge; ISBN-13: 978-0415965286
- National Research Council (1996). National science education standards. Washington, DC:National Academic Press.
- Treagust, D. F. (2007). General Instructional Methods and Strategies. In S. K. Abell, & N. G. Lederman (Eds). Handbook of Research on ScienceEducation (pp. 373- 391). New Jersey: Lawrence Erlbaum Associates.
Note: Specificreadingassignmentsfromthetextandsupplementary materialswillbepostedon Blackboardand announcedin class throughoutthecourse. Somematerialswillbeprovided.
COURSE REQUIREMENTS
Becauseofthelimited classroomtimeand thenatureofsomeof theactivities, someprojectsand activitiesmustbedoneoutsideof thescheduledclasstime.Thetimespentoutsideofclass includes 6 hours(clock-time)ofobservations, mini-teaching, andotherdirected experiencesin classroomsduringthe semesteroftheMethodsIcourse.Theinstructorwillprovidespecificassignmentsand/ortaskswith directionson howyou willmeet these requirements.
Thisclasswillbeaninteractivemodelofan inquiry-based, student-centeredclassroom.Itwill incorporate theinstructionalstrategiesand assessmentpractices thatyou should beableto usein yourown classrooms asyou completethecoursework. Methodsofpresentingand acquiringinformation will includethe following:
Collaborativeactivitiesand/orprojectsInteractive lectures DemonstrationsField experiences Discussions Out-of-classactivities
IndividualassignmentsMicro-teaching
UseofBlackboard:
You areexpected toparticipatein usingBlackboard duringthecourse.Specific assignments, rubrics,and othermaterialswillbeposted asthetermprogresses.
TaskStream Assignment(s): TaskStream assignments must be loaded onto your TaskStream page. All TaskStream assignments are graded on the TaskStream system, In this course, the TaskStream assignment is: Micro-teach.
UnitLearning
Outcomes
QNPSCourse ObjectivesCourse Learning OutcomesAssessment
(Tasks/Artifacts)
Content Technology Problem- solving
EthicalValues
Content Pedagogy Technology Diversity Problem- solving
Content Pedagogy Technology Diversity
Content Pedagogy Technology Diversity
EthicalValues
Content Pedagogy Technology Diversity
Content Pedagogy Technology Diversity Problem- solving
EthicalValues
6,9
12
1, 2,3,4,5,8,9
1.1 , 2.2 , 2.3
1,2,3,4,5,6
12
1,3,4,5,7
1,2,3,4,5,6,7,8,9,12
1
2
3
4
5
6
7
2,3,4,5,6
3, 4, 5, 6
2, 3, 4, 5, 6
1, 7, 9
1, 4
7,8,9
- Unit analysis
- Exams (MIDTERM- FINAL)
•Developa lessonplan
•Developa lessonplanbasedonalearning cycle
•Designa unit
•Exams
•Students presentations
•Develop an evaluation tool
•Exams
•Lesson plans
•Unit
•Field observation report
•Micro teaching
•Reflective journal
•Exams
•Micro teaching
•Field observation journal
•Micro teaching
•Reflective journal
CourseTimeline
Week 1Overview(syllabus);Qatar NationalCurriculumStandardsforPreparatoryand Secondary
Chemistry;TheNatureofScience;ScienceProcessSkills(Basicand Integrated);Content
Week 2
Analysis
Week 3Aims/GoalsofScienceteaching;IdentifyingChemistrymisconceptions;Teachingfor
Week 4
conceptualunderstanding;Differentiated strategiesforeffective instruction
Week 5WritingobjectivesforChemistry:Cognitive, behavioral, and psychomotor
Week 6Constructivismin Science; ContinuumofInquiry(Didacticto FreeDiscovery);Learning cycles; Advanceorganizers, graphicorganizersandconceptmapping
Week 7
Week 8Mid-termExam
Week 9Assessmentin theScienceclassroom:Typesofassessment, writing varioustypesand levelsofitems, measuringprocessskills, differentiatingassessments,constructingand
Week 10
effectiveexam(e.g., forunitorchapter)
Week 11Creatingtoolsforassessment(e.g., checklists, histograms, exams, etc.)foralldomainsof learningscience(i.e., Cognitive, affective, andpsychomotor)
Week 12Field Experience(Micro-teaching)
Week 13Field Experience(Micro-teaching)
Week 14Introduction to technology in Chemistryclassrooms;virtual labs;SafetyintheChemistry classroomsand labs
Week 15FinalExam
ASSESSMENTS
•Maintain aweekly reflectivejournalfor personal performance and practice throughout the semester. (5 marks)
•Observe two classes of a science teacher and take notes of his/her strategies in the school where the microteaching will be carried out in. (5 marks)
•Design a comprehensive units of Chemistry at the secondary level (requirements and standards of the unit is attached in the Appendix) and design an exam for the same unit. (10 marks)
•Microteaching ( evaluation criteria will be given to students
•Mid-termexam (25 marks)
•Finalexam ( 30 marks)
•Design an alternative evaluation tool for one of the skills of teaching Chemistry. (10 marks).
GRADING SYSTEM
A = 100 - 90
B+ = 89.99 - 85
B = 84.99 - 80
C+ = 79.99 - 75
C = 74.99 - 70
D+ = 69.99 - 65
D = 64.99 - 60
F = 59.99 - 0
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.
Special Needs
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities.
Special Needs Section
Student Activities building
Men’sCampus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email: ; Office hours: 7:30 AM – 2:30 PM
STUDENT COMPLAINTS POLICY
Students at Qatar University have the right to pursue complaints related to faculty, staff, and other students.The nature of the complaints may be either academic or non-academic.For more information about the policy and processes related to this policy, you may refer to the students’ handbook.
LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to students to supplement their in-class instruction and ability to meet course requirements. These services include tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in conjunction with the Counseling Center), and writing labs and workshops. Information about the Learning Center may be found at
Rubrics for the assignments will be posted on the Blackboard course site.
Appendix
Qatar National Professional Standards for Teachers
- Structure innovative and flexible learning experiences for individuals and groups of students.
- Use teaching strategies and resources to engage students in effective learning.
- Foster language literacy and numeracy development.
- Create safe, supportive, and challenging learning environments.
- Construct learning experiences that connect with the world beyond school.
- Apply information and communication technology in managing student learning.
- Assess and report on student learning.
- Applyknowledgeofstudentsandhowtheylearntosupportstudentlearningand development.
- Apply teaching/subject area knowledge to support student learning.
- Work as a member of professional teams.
- Build partnerships with families and the community.
- Reflect on, evaluate, and improve professional practice.
Theinstructorreservestherighttomodifythesyllabusinresponseto thebestinterestsofthe students