Content Knowledge for Teacher Candidates
(Initial and Continuing Preparation of Teachers)

PROGRAM FOLIO: UNDERGRADUATE SECONDARY-BIOLOGY

The knowledge base for the Secondary Biology Program rests on two fundamental bodies of information: the field of biological studies as a discipline, and pedagogy related to science education. Thus, the knowledge related to biology incorporates information from the fields of zoology, botany, physiology, genetics, and related fields, including environmental science. The pedagogy incorporates a variety of methods in relation to the teaching of science, including active investigation and laboratory activities. Attached is the list of required courses for the Biology major and related elective courses.

The philosophy of the program is that the effective science educator is one who involves students in the active pursuit of knowledge about biology, with the teacher as stimulus, guide, and the facilitator, in addition to being an imparter of knowledge. The program also incorporates the concept of science, technology, and society as a means of preparing candidates to thrive in a technological society.

The objectives of the Secondary Biology Program are as follows. The teacher candidate will:

- explain the major trends in the history of biology;
- describe the contributions of important historical figures in biology;
- explain critical concepts in biology;
- foster active pursuit of knowledge by learners;
- facilitate cooperative learning during investigations in the classroom;
- provide a stimulating array of options for individual student projects;
- provide opportunities for students to make connections between biology and its allied disciplines, such as environmental science, physiology, zoology, and botany;
- apply safe laboratory methods with equal involvement of all students.

The Science Education Program is one of five secondary education programs at Gallaudet University. In that context, candidates are given opportunities to make relationships between the sciences and other fields, such as history and literature. In addition, student-centered interdisciplinary teaching is actively encouraged, in order that themes of units can be related by candidates to themes in other fields of study; an example would be environmental education which can be looked at from the viewpoints of biology, economics, politics, mathematics, and history. Candidates also are prepared to make connections for their students to other sciences, including physics, chemistry, geology, and geography.

Faculty with primary assignments: Dr. Fred Mangrubang, experienced science teacher at the Model Secondary School for the Deaf, as an adjunct professor

Number of graduates: 5 since 1997.

Criteria for admission include a high grade point average, a subject area major in biology, a minor in secondary education, at least 3 letters of reference, a written essay describing one's goals as a future teacher, and a successful personal interactive interview with a committee of five faculty members.

The content organization of the biology major includes systematic study of biological topics, from elementary to advanced. In this context, students must learn, both experientially and in the laboratory format, critical concepts and information from the fields of botany, physiology, zoology, and environmental education. Courses are taken in a carefully outlined sequence, with laboratory experiences embedded in each. The courses required of majors in Biology are:

General Zoology, 1 and 2
Developmental Biology
Human Anatomy and Physiology, 1 and 2

And 7 credits of electives chosen from:
General Microbiology
Vertebrate Histology
Human Genetics
Ecology
Animal Physiology
Molecular Biology

The conceptual content of biology has been selected for its relationship to a well-rounded secondary education that is promoted by most high schools and middle schools, as well as its relationship to the sciences in general, representing the life sciences as opposed to the physical sciences. This selection of content will permit the full licensure of candidates in every State and the District of Columbia. A list of the requirements for the Biology major is attached to this report.

2.1 Content

Indicators:

- laboratory demonstration;

- team practice.

Learning Experiences:

- ways of application of the scientific method;
- current reading of journals in science education weekly with a summary and critique on the authors major points (for example, Science and Children, Science Education, and The Science Teacher);
- ways of applying the Framework of Teaching by Danielson.

Assessments:

- written report at the end of each chapter in textbook;
- observation of students in classrooms for one hour each week during the course;
- practice teaching of a science class at either the Kendall Demonstration Elementary School or the Model Secondary School for the Deaf (see syllabus).

2.2 Nature of Science

Indicators:

- syllabus for Methods of Science Course;

Learning Experiences:

- students, through discussion, learn how to distinguish science from pseudo-science;
- students practice various forms of technology in the context of teaching science, including the use of PowerPoint, the Worldwide Web, and video tape;
- students work with the scientific method, including the standards for what is and is not acceptable evidence for a scientific conclusion.

Assessments:

- final examination, essay-style;
required format for written lesson plans.
One-hour science lesson taught by each candidate, with evaluation by the cooperating teacher.

2.3: Inquiry

Indicators:

- syllabus for Course, Methods of Teaching Science.

Learning Experiences:

- in the context of the course, Methods of Teaching Science, students write and then practice conducting discussion questions for a lesson involving lower and higher order questions, in relation to the results of an experiment;

- students are involved in demonstration lessons;

- students are presented with case studies of scientific problems and their solutions;

- students are involved in a field experience which includes an observation of an experienced teacher conducting an inquiry lesson.

Assessments:

- the report by students on the field experience;

- student written reports on the solution of case studies.

2.4 The Context of Science

Indicators:

- syllabus for Methods of Teaching Science Course.

Learning Experiences:

- student involvement in laboratory experiences in which technology is applied to the solution of scientific problems;

- discussion of different cultural learning styles as represented in American classrooms, by cultural subgroup;

- discussion during the course on ways of avoiding stereotyping in different cultural subgroups.

Assessments:

- laboratory reports by students.

2.5 Skills of Teaching

Indicators:

- syllabus for the course, Methods of Teaching Science;

- syllabus for student-teaching experience.

Learning experiences:

- observation of an experienced teacher teaching science;

- peer observation by students in teaching mini-lessons in science;

- candidates perform various required activities in the Technology Laboratory in which they plan lessons for the incorporation of technology;

- candidates have experiences in the field, in which they practice the teaching of lessons in science to students;

- candidates have a full-time 10-week internship, called Student Teaching, in which they take full responsibility near the end for teaching a science classroom.

Assessments:

- the evaluation of the student-teaching experience by the Cooperating Teacher and by the university supervisor.

2.6 Curriculum

Indicators:

- syllabus for the course, Curriculum;

- syllabus for the course, Methods of Teaching Science, in which candidates learn about and discuss both concepts and generalizations in science, as well as the role of facts.

Learning Experiences:

- candidates learn about the general concepts of curriculum scope and sequence;

- candidates learn about the construction of a unit of study;

- candidates learn about the construction of a lesson plan;

- candidates are responsible for the writing of lesson plans which illustrate discovery learning, questioning skills, and the integration of science with other subject areas where possible;

- candidates attend the Maryland State Science Teachers Conference and sessions on various aspects of science curriculum.

Assessments:

- the evaluation of the written unit for the Curriculum course;

- the evaluation of the unit for the science methods course;

- the evaluation of the sample lesson plans for the science methods course.

2.7 Social Context

Indicators:

- syllabus for Methods of Teaching Science Course.

Learning Experiences:

- candidates carry out volunteer work with students at the Model Secondary School for the Deaf;

candidates make a visit to the headquarters of the National Science Teachers Association(NSTA) in which they acquire materials related to the community of scientists;

candidates are also strongly encouraged to participate in the NSTA Conference for interaction with and learning from experienced science teachers.

- candidates interact with experienced teachers of science who share ideas for teaching methods;

- candidates are informed about the locations for ordering science materials;

- special sessions in the Methods of Science Course involve presentations by experienced teachers of science in which they act as guest presenters on techniques of relating science to the community;

the director of the Gallaudet University Laurent Clerc National Deaf Education Center

provides a guest presentation on "Visions for a Science Program" in which she discusses the ways of making a science program viable and related to the community as well.

Assessments:

- written unit of instruction for the Science Methods Course;

- showing evidence of application of these ideas to lesson plans.

2.8 Assessment

Indicators:

- materials for the Methods of Science Course.

Learning Experiences:

- candidates practice the application of an assessment to multiple intelligences;

- candidates develop and then apply a rubrics system of assessment for the outcomes of a laboratory experiment;

- candidates develop a model set of tests for science outcomes as part of their unit in the Science Methods Course.

Assessments:

- evaluation of the quality of the tests developed for the unit in Science Methods.

2.9 The Environment for Learning

Indicators:

- projects related to the Science Methods Course.

Learning Experiences:

- candidates do an informal assessment of the emotional needs of their students;

- candidates consider multiple ways of adapting the science-learning environment to meet the needs of their students;

- candidates practice the development of a user-friendly classroom environment in which they design several options for classroom organization;

- as part of their lesson plans in science in connection with the Methods Course, candidates must specify how they are providing for student safety;

- in the development of experiments, candidates specify how they are going to ensure the ethical use of living organisms, considering such factors as the rapid and painless death of species used for experiments.

Assessments:

- the quality and specificity of lesson plans written for the methods course.

2.10 Professional Practice

Indicators:

- syllabus for course, Methods of Teaching Science.

Learning Experiences:

all candidates are strongly encouraged to join the National Science Teachers Associations (NSTA) in order to develop a sense of professional exchange, as well as deal with questions of professional ethics through reading and discussion of articles published in the journal of the association;

- in the process of attending the Maryland Science Teachers Association Conference, candidates are also exposed to issues of professional relationships, high-quality science instruction, and ethical questions;

- all candidates are also required to obtain a background check through Gallaudet University before being allowed to do any internship work with children at the above-mentioned Clerc Center of Gallaudet University.

Assessments:

- membership status in the National Science Teachers Association.

3.0 Goals and Self-Analysis

Upon analysis of the current program, it is clear that a faculty member on a full-time basis is needed in order to coordinate science education, both at the elementary and the secondary level. A request has been made that a position (tenure-track) be requested for this purpose in the Department of Education. This full-time person will then have the latitude to concentrate on all dimensions of science education.

The course, Methods of Teaching Science, is recommended to be offered during the day, rather than the evening, in order to make it possible for teachers and other outside experienced professionals to give presentations. This change would also facilitate the visit to classrooms during class time rather than in some other time period outside of class time.

In addition, support is being requested to allow at least some, if not all, students to attend the National Science Teachers Association Conferences, wherever it may be held, as an important part of the professional development of these candidates.

It is further recommended that the internship experience be begun earlier than at present, in order to give more opportunities for candidates to reflect on and then learn more in depth after an internship on the subject of science education. At the moment, the internship is a capstone experience at the end of the professional preparation period, and consideration is being given for the internship to occur earlier than that.

Consideration is also being given to an earlier recruitment of science education majors; clearly, there continues to be a shortage of science teachers both in deaf education as well as in regular education, and it is thought that for candidates who indicate an interest in becoming a teacher, but have not yet determined a field, a concerted effort to interest them in science education might begin to address that problem. During the course, Introduction to Education, which students typically take during the freshman year, is an ideal time for encouraging that exploration of science education.

For candidates who have made a commitment to science education, there is a need to ensure that they have a strong content background in general science, even though they have indicated an interest in biology, per se. Through advisement, candidates will be strongly encouraged to take a full balance of courses in science, while specializing in biology.

The Science Education Program at Gallaudet University is fundamentally sound, and these changes reflect appropriate recommendations for further improvement on an already-strong program of professional preparation.

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