“Educating Professionals for Changing Educational Contexts”
University of Nevada, Las Vegas – College of Education
CIG 77X 717 –Principles of Learning ScienceMasters Seminar in Science Education
Course Information
Number: / CIG 77X717Instructor: / Dr. Kent Crippen
E-mail: /
Phone: / 895-2517
Office: / BDC 104
Office Hours: / Available upon request
Course Web Site: /
Course Description
Current theoretical ideas related to curriculum and instruction in science education will be addressed through readings and facilitated discussion. Students will research a current topic in science education to develop a deeper understanding of the theoretical framework, state of current research, and the impact of one’s professional philosophy on guiding theory into practice for the indicated topic.
This advanced course is designed to develop an understanding of the theoretical ideas related to how people learn scientific concepts. Using a combination of current research from cognitive science, educational psychology, and evaluations of classroom interventions, students will explore a range of topics that relate directly to science learning. Course topics include: current cognitive models, perspectives on science learning, the impact of context on science learning, motivation, conceptual change, scientific literacy, and technology’s role in science learning.
Grading Philosophy
This course will be delivered under a mastery framework whereby the course requirements are given a grade of unacceptable, acceptable, or target. With the exception of the discussion facilitation and participation, all course requirements may be redone until the target standard is met. All work will be returned with feedback. Unsatisfactory work can be re-done until a grade of target is achieved.
Incomplete grades will be provided in special situations for students who require more time than the semester requiresallows. The instructor reserves the right to assign ANY other grade as they see fit for students who do not provide satisfactory work.
Course Requirements
Assessment / Occurrence / Approximate Percentageof Final Grade
Reflective Essays / Weekly / 25%
Research Summaries / 10 common articles chosen by class members / 25%
Discussion Facilitation and Participation / Facilitation - Twice during the semester / 25%
Topic Topic Paper / First Middle 1/3½ of the semester / 25%
Professional Philosophy PaperResearch Proposal / Last ½ of the semester / 25%
Reflective EssaysClass Participation
Students are required to complete the entire weekly, Web-based essay writing assignments and classroom activities. Students must continue to attempt these formative assessments until they have been successfully mastered.This class is your opportunity to pursue in a scholarly way a topic of your interest and to share those findings with the group. In addition, we will be evaluating and discussing a variety of research articles related to science education.
Research Summaries
We will read and create summaries of 10 common articles chosen by the discussion facilitators. Each two-page summary should include the following sub-headings:
Purpose – What was the point of the research? What were the research questions? Why was the study conducted? How does it fit with other current literature in the area?
Methodology – What techniques were used address the research questions?
Data Sources – What data was collected? Why was each data source selected?
Data Analysis – How were the data analyzed?
Results/Discussion – What are the findings?
Implications for Classroom Practice – Does this study have any special meaning for science teaching?
Personal Rating – In your opinion, does this study add anything to what we already know about the topic? Is it trustworthy? Is it profound?
Discussion Facilitation and Participation
This class will be conducted in a seminar format where all members take responsibility for organizing and facilitating at least two of the class discussions. Discussion will be related to the weekly reading assignmenttopics chosen by class members. By Monday of each week, the assigned facilitators will provide the group via email the course Web site a type written outline to serve as a framework for discussion electronic copy of their article and an outline for their discussion presentationn. The outline and subsequent discussion will focus on the most salient issues identified by the presenters. Presentation to the group may take many creative forms, but must include at least 2-3 questions for discussion. All class members are required to complete the assigned reading in advance. The discussion leaders will provide the framework and everyone is responsible for the content of the discussion.
Topic Paper
This paper allows each student to gain some depth related to one of the major topics introduced in this course. Using the provided readings as a starting point, students will construct an85-10 page7-page review using 108-15 10 references. This topic paper will explore the recent theoretical ideas related to a course topic of particular interest. References should be primary, empirical sources from peer peer-reviewed educational journals. Student writing should follow APA format (5th Edition).
Possible Reading and Discussion Topics
- Conceptual change
- Inquiry teaching and learning
- Nature of science
- Epistemological beliefs
- Gender and science
- Scientific literacy
- Self-regulated learning in science
- ELL and science
- Pedagogical content knowledge
- Ethics in science
- Learning in the science laboratory
- Designing science learning materials
- Informal science education
- Problem solving in science
- Science and technology
- Urban science education
- Scientific reasoning
- Spatial reasoning
Research ProposalPhilosophy Paper
Students shall write a research proposal relevant to a topic from the course integrated with their personal interestspersonal science teaching philosophy paper. The point of this paper is to a) describe your personal philosophy related to who you are as a science teacher, what you value, and your pedagogy and b) ground your beliefs and practices in the major theoretical ideas you have learned about this semester.The proposal is to be written in typical APA research report format and should consist of the following sections: Abstract, Research Questions, Literature Review (at least 10 references), Method section (description of participants, materials, and design/procedures), and a Discussion of the anticipated findings and contributions that you would expect this research to make to the literature. The proposal paper should be 8-10 pagesat least 15 pages (double-spaced),use 10-15 references, and follow APA format (5th Edition).
Required Books to Consider
Bybee, R. (Ed.). (2002). Learning science and the science of learning. Arlington, VA: NSTA Press.
Donovan, M. S., & Bransford, J. D. (Eds.). (2005). How students learn: Science in the classroom. Washington, DC: National Academies Press. (Available Free Online)
Abell, S. K., & Lederman, N. G. (Eds.). (2006). Handbook of research on science education: Lawrence Erlbaum.
Saul, E. W. (Ed.). (2004). Crossing borders in literacy and science instruction: Perspectives on theory and practice. Newark, DE: International Reading Association.
NRC. (2006). Laboratory experiences and student learning. In America's lab report: Investigations in high school science (pp. 75-115). Washington, DC: National Academies Press. (Available Free Online)
White, R., & Gunstone, R. (1992). Probing understanding. Philadelphia, PA: Falmer Press.
Driver, R., Guesne, E., & Tiberghien, A. (Eds.). (1985). Children's ideas in science. Philadelphia, PA: Open University Press.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (2005). Making sense of secondary science: Research into children's ideas. New York, NY: RoutledgeFalmer.
NRC. (2006). Learning to think spatially. Washington, DC: National Academies Press.
Acceptable Journals {to be provided at the course Web site}Bybee, R. (Ed.). (2002). Learning science and the science of learning. Arlington, VA: NSTA Press.
Donovan, M. S., & Bransford, J. D. (Eds.). (2005). How students learn: Science in the classroom. Washington, DC: National Academies Press. (Available Free Online)
Abell, S. K., & Lederman, N. G. (Eds.). (2006). Handbook of research on science education: Lawrence Erlbaum.
Saul, E. W. (Ed.). (2004). Crossing borders in literacy and science instruction: Perspectives on theory and practice. Newark, DE: International Reading Association.
NRC. (2006). Laboratory experiences and student learning. In America's lab report: Investigations in high school science (pp. 75-115). Washington, DC: National Academies Press. (Available Free Online)
Optional Books
White, R., & Gunstone, R. (1992). Probing understanding. Philadelphia, PA: Falmer Press.
Driver, R., Guesne, E., & Tiberghien, A. (Eds.). (1985). Children's ideas in science. Philadelphia, PA: Open University Press.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (2005). Making sense of secondary science: Research into children's ideas. New York, NY: RoutledgeFalmer.
NRC. (2006). Learning to think spatially. Washington, DC: National Academies Press.
Course Schedule and Topics and Readings
(1/18) Week 1 – Cognitive Perspectives on Science LearningCourse Introduction and Research Journal Topic Roundtable
(1/25) Donovan, M. S., & Bransford, J. D. (Eds.). (2005). How students learn: Science in the classroom. Washington, DC: National Academies Press. (Part I & II)
Anderson, C. W. (2006). Perspectives on science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education: Lawrence Erlbaum.
Duit, R., & Treagust, D. F. (2003). Learning in science - from behaviorism towards social constructivism and beyond. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 3-26). Boston, MA: Kluwer.
Week 2 – Socio-Cultural Perspectives on Science LearningLibrary Resources and Identifying Primary Sources
(2/1) Donovan, M. S., & Bransford, J. D. (Eds.). (2005). How students learn: Science in the classroom. Washington, DC: National Academies Press. (Part III & IV)
Cobern, W. C., & Aikenhead, G. S. (2003). Cultural aspects of learning science. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 39-52). Boston, MA: Kluwer.
Week 3 – Classroom and Informal Science LearningCrippen Topic
(2/8) Dunbar, K. (2000). How scientists think in the real world: Implications for science education. Journal of Applied Developmental Psychology, 21(1), 49-58.
Fraser, B. J. (2006). Classroom learning environments. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education: Lawrence Erlbaum.
Rennie, L. J. (2006). Learning science outside of school. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education: Lawrence Erlbaum.
Week 4 – Self-Regulation as a Model for Science LearningGroup Topic (______)
(2/15) Schunk, D. H. (2003). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125-152): Erlbaum.
Schraw, G., Crippen, K. J., & Hartley, K. D. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139.
Week 5 – Group Topic (______)The Role of Motivation and Affect in Science Learning
(2/22) Koballa, T. R., & Glynn, S. M. (2006). Attitudinal and motivational constructs in science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education: Lawrence Erlbaum.
Nolen, S. B. (2003). Learning environment, motivation, and achievement in high school science. Journal of Research in Science Teaching, 40(4), 347-368.
Osborne, J., Simon, S., & Collins, S. (2003). Attitude towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
Week 6 – Group Topic (______) Topic Paper Outline References Cold Conceptual Change
(2/22) Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163.
Scott, P., Asoko, H., & Leach, J. (2006). Student conceptions and conceptual learning in science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education: Lawrence Erlbaum.
Week 7 – Group Topic (______)Warm Conceptual Change
(3/1) Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199.
Duit, R. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688.
Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39(1), 57-68.
Week 8 – Group Topic (______)Scientific Reasoning
(3/8) Lawson, A. E. (2004). The nature and development of scientific reasoning: A synthetic view. International Journal of Science and Mathematics Education, 2(3), 307-338.
Lawson, A. E. (2005). What is the role of induction and deduction in reasoning and scientific inquiry? Journal of Research in Science Teaching, 42(6), 716-740.
Week 9 – Group Topic (______)Problem Solving
(3/15) Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93(3), 579-588.
Taconis, R., Ferguson-Hessler, M. G. M., & Broekkamp, H. (2001). Teaching science problem solving: An overview of experimental work. Journal of Research in Science Teaching, 38(4), 442-468.
Zhu, X., Zhu, D., Lee, Y., & Simon, H. A. (2003). Cognitive theory to guide curriculum design for learning from examples and by doing. Journal of Computers in Mathematics and Science Teaching, 22(4), 285-322.
Week 10 – UNLV Spring Break – NO CLASS – Topic Paper Learning in the Laboratory
(3/22) NRC. (2006). Laboratory experiences and student learning. In America's lab report: Investigations in high school science (pp. 75-115). Washington, DC: National Academies Press.
Klahr, D. & Li, J. (2005). Cognitive Research and Elementary Science Instruction: From the Laboratory, to the Classroom, and Back. Journal of Science and Educational Technology. 4, 217-238.
Wallace, C. S., Hand, B., & Yang, E.-M. (2004). The science writing heuristic: Using writing as a tool for learning in the laboratory. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 355-368). Newark, DE: International Reading Association.
Week 11 – Group Topic (______)Learning through Classroom-based Inquiry
(3/29) Bybee, R. W. (2002). Scientific inquiry, student learning, and the science curriculum. In R. W. Bybee (Ed.), Learning science and the science of learning (pp. 25-64). Arlington, VA: NSTA Press.
Baker, L. (2004). Reading comprehension and science inquiry: Metacognitive connections. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 239-259). Newark, DE: International Reading Association.
Magnusson, S. J., & Palincsar, A. S. (2004). Learning from text designed to model scientific thinking in inquiry-based instruction. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 316-339). Newark, DE: International Reading Association.
Week 12 – NSTA – NO CLASSChallenges to Classroom Inquiry
(4/5) Klahr, D. & Nigam, M. (2004) The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning. Psychological Science, 15, 661-667.
Kirschner, P., Sweller, J., & Clark, R. E. (2006). Why unguided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning. Educational Psychologist, 41(2), 75-86.
Week 13 – CCSD Spring Break – NO CLASSLiteracy and Science
(4/12) Gee, J. P. (2004). Language in the science classroom: Academic social languages as the heart of school-based literacy. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 13-32). Newark, DE: International Reading Association.
Lemke, J. L. (2004). The literacies of science. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 33-47). Newark, DE: International Reading Association.
Carlsen, W. S. (2006). Language and science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education: Lawrence Erlbaum.
Week 14 – Group Topic (______)
(4/19) Week 15 – Group Topic (______)
(4/26) Week 16 – Group Topic (______) Philosophy Paper Draft
(5/3) Week 17 – Group Topic (______)
(5/10) Week 18 – FINALS WEEK – NO CLASS – ALL MATERIALS DUE BY 5pm, 5/11
Technology and Science
Linn, M. C. (2003). The impact of technology on science instruction: Historical trends and current opportunities. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 265-294). Boston, MA: Kluwer.
Gilbert, J. K., & Boulter, C. J. (2003). Learning science through models and modeling. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 53-66). Boston, MA: Kluwer.
Appleton, K. (2006). Cognitive tools: A discussion of learning science with technology. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education: Lawrence Erlbaum.
UNLV Policies (
Academic Integrity Statement
UNLV and its College of Education demand a high level of scholarly behavior and academic honesty on the part of its students. Violations by students in exhibiting dishonesty while carrying out academic assignments and procedural steps for dealing with violations of academic integrity are delineated within the HANDBOOK OF REGULATIONS GOVERNING PROBATION AND SUSPENSION WITHIN THE COLLEGE OF EDUCATION. This publication may be found in the Curriculum Materials Library, ICS Department Office (CEB 354), or the Office of the College of Education Dean (CEB 301).
The subject matter of classes may overlap and an assignment can meet the requirements for more than one class. If this is the case, standards of academic honesty require that you inform your instructors of your intentions and get approval before pursuing the assignments.
In addition to successful academic performance in prescribed coursework, you are to enroll in a professional course of studies, which is governed by a student code of ethics and programmatic expectations. The Handbook of the Committee to Review Initial Licensure Students outlines the UNLV Student Code of Conduct, NEA Code of Ethics for the Teaching Profession, and C&I Student Expectations. The handbook is available in the C&I Office (CEB 354).
Cellular Phones
Please be considerate of others. Talking at tables during presentations and class discussions is inconsiderate and distracting to the speaker and those around you. As a courtesy to the class, please turn off beepers, pagers, or cellular phones during class. Cellular phones are not to be used in class except in case of an emergency. If an emergency does arise, please be sure to discuss this with the instructor.
Convictions
Misdemeanor or felonious conviction(s) may bar teacher licensure in Nevada or other states. If you have any questions, please direct them to the Director of Teacher Education, CEB 301, 895-4851.
Copyrights
A copy of "Questions and Answers on Copyright for the Campus Community" is available for review in the Curriculum and Instruction Office (CEB 354).
Religious Holidays
Any student missing class quizzes, examinations, or any other class or lab work because of religious holidays shall be given an opportunity during that semester to make up missed work. The makeup will apply to the religious holiday absence only.
Student Assistance
If you have a documented disability that may require assistance, then you will need to contact the Disability Resource Center for coordination in your academic accommodations. The DRC is located in the Reynolds Students Service Complex in Room 137. The DRC phone number is 895-0866 (TDD-895-0652).
{ADD CURRENT UNLV POLICY STATEMENT HERE}
In-Class Discussion Facilitation Rubric
I. Knowledge of the TopicA clear outline of the reading is provided (handout). / U A T
The leader demonstrates a thorough grasp of the reading. / U A T
The discussion reflects the ideas/research in the reading. / U A T
The discussion expands on the general course topic. / U A T
II. Presentation/Discussion
The presentation/discussion is organized. / U A T
The leader encourages discussion by raising important issues/questions. / U A T
Class involvement is achieved. / U A T
U A T Overall
Final Grading Rubricc