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Course Schedule Fall 2013

Page history last edited by Chandra Turpen 6 years, 6 months ago

Return to Maryland Learning Assistant Program  >  Mathematics and Science Education Seminar Fall 2013


Course Schedule


This schedule is likely to change throughout the course of the semester - updates will always be reflected here.


Required reading (due this day)
Assignments due

Week 1, Sept. 4: Introduction to Scientific Inquiry


Week 2, Sept. 11: Facilitating Classroom Discourse

  1. Knuth, E., & Peressini, D. (2001). Unpacking the nature of discourse in mathematics classrooms. Mathematics Teaching in the Middle School, 6(5), 320-325.
  2. Lemke, J. L. (1990). Chapter 1: Two minutes in one science classroom. Talking science: Language, learning, and values (pp. 1-11). Norwood, NJ: Ablex Publishing Corporation.  
  1. Reading reflection

Week 3, Sept. 18: Questioning

  1. Trowbridge, L. W., Bybee, R. W., & Carlson-Powell, J. (2000). Chapter 12: Questioning and discussion. Teaching secondary school science: Strategies for developing scientific literacy (1st ed., pp. 183-192). Upper Saddle River, NJ: Merrill.
  1. Reading reflection
  2. Audio recording of Interview #1
  3. Transcript of interesting interview dialogue to share (at least 1 pg.)
  4. Field note #1

Week 4, Sept. 25:

Students' Ideas about Specific Scientific Topics

  1. For PHYS131 & UNIV100 LAs: McDermott, L. C., Rosenquist, M. L., & van Zee, E. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics.McDermott, Rosenquist, van Zee_Student difficulties in connecting graphs and physics.pdf American Journal of Physics, 55(6), 503-513.
  2. For HLSC207 LAs: Gregory, T. R. (2008). Understanding evolutionary trees. Evolution: Education and Outreach, 1, 121-137.
  1. Reading reflection
  2. Analysis Paper of Interview #1

Week 5, Oct. 2: Learning from Cognitive Studies

  1. Redish, E. F. (1994). Implications of cognitive studies for teaching physics. American Journal of Physics, 62(9), 796-803.
  1. Reading reflection
  2. Field note #2

Week 6, Oct. 9: Conceptual Change through Analogies

  1. Brown, D.E., (1994). Facilitating conceptual change using analogies and explanatory models. International Journal of Science Education, 16(2), 201-214. 
  1. Reading reflection
  2. Plan for videotaping your teaching
Week 7, Oct. 16: Variability in student reasoning
  1. Hammer, D., (2004). "The Variability of Student Reasoning, Lecture 1: Case Studies of Children's Inquires." The Proceedings of the Enrico Fermi Summer School in Physics (Italian Physical Society
  1. Reading reflection
  2. Audio recording of Interview #2
  3. Transcript of interesting interview dialogue to share (at least 1 pg.)

Week 8, Oct. 23: Epistemology

  1. Perkins, KK, Adams, WK, Pollock, SJ, Finkelstein, ND, Wieman, CE (2005). Correlating student beliefs with student learning using the Colorado Learning Attitudes about Science Survey. 2004 PERC Proceedings.
  2. Elby, A. (2001). Helping physics students learn how to learn. Physics Education Research, American Journal of Physics Supplement, 69(7), S54-S64. 
  1. Reading reflection
  2. Analysis Paper of Interview #2
Week 9, Oct. 30: Argumentation and Metacognition
  1. For PHYS131 & UNIV100 LAs: Schoenfeld, A. H. (1987). What’s all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ: Lawrence Erlbaum Associates.
  2. For HLSC207 LAs: Jimenez-Aleixandre, M., Rodrigues, A., & Duschl, R. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84, 757-792..
  1. Reading reflection
  2. Field note #3
Week 10, Nov. 6: Supporting Collaboration
  1. Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323, 122-124. 
  2. Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307-359. 2 Excerpts ONLY: 1) Page 331 from "Case Analyses That Preserve Interactional Properties of Joint Work" to Page 337 where Case Examples 1 ends; &
    2) Page 344 where Case Example 4 starts to the end of the first paragraph on page 350.
  1. Reading reflection
Week 11, Nov. 13: Modeling in Science Education
  1. Svoboda, J. & Passmore, C. (2013). Strategies for Modeling in Biology Education. Science & Education, 22, pp. 119-142.
  1. Reading reflection
  2. Field note #4
Week 12, Nov. 20: Synthesis


  1. Draft of Poster
  2. Reflection paper on teaching
Week 13, Nov. 28:
  1. SWOT Feedback for Course Instructors
  2. Final paper draft (optional)
Week 14, Dec. 4: Interdisciplinary Thinking
  1. Watkins, J., Coffey, J. E., Redish, E. F., & Cooke, T. J. (2012). Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students. Physical Review Special Topics, Physics Education Research, 8(1), 010112-1-010112-17. 
  2. B.W. Dreyfus, B.D. Geller, V. Sawtelle, J. Svoboda, C. Turpen, and E. F. Redish, “Students’ interdisciplinary reasoning about ‘high-energy bonds’ and ATP.” Proceedings of the 2012 Physics Education Research Conference, AIP Conf. Proc. 1513, 122-125 (2013).
  1. Reading reflection
  2. Final Synthesis Paper
  3. Complete Draft of Poster (for feedback)


Week 15, Dec. 11: Public Presentation None
  1. Final Poster
  2. Field note #5
  3. Poster presentation


Other Possibilities

  • Formative Assessment:
    • Atkin, J. M., Black, P., & Coffey, J. (Eds.) (2001). Assessment in the Classroom. In the Classroom Assessment and the National Science Education Standards, Washington, DC: National Academy Press, pg. 23-58.
    • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
    • Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48(10), 1109-1136. 
  • Nature of Science: 
    • Dunbar, K. (1999). How scientists build models: InVivo science as a window on the scientific mind. In L. Magnani, N. J. Nersessian, & P. Thagard (Eds.), Model-based reasoning in scientific discovery (pp. 85-99). New York, NY: Kluwer Academic/Plenum Publishers.
  • Preparation for Future Learning:
    • Constructivism in an age of non-constructivist assessments.  Daniel L. Schwartz, Robb Lindgren & Sarah Lewis. In T. Duffy and S. Tobias (Eds.), Constructivist instruction: Success or failure.
  • Understanding & Supporting Conceptual Change:
    • Hammer, D. Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions? The  Journal of the Learning Sciences, 5(2), 97-127.


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