1/24   1/31    2/7    2/14    2/21    2/28    3/7    3/14   3/21*    3/28*    4/4   4/11    4/18    4/25    5/2  5/9   5/16

*Note: 3/21: Spring Break; 3/28: No class

Professor: Norman Herr, Ph.D.
phone: 818 677-2505
offices:  ED 2138;  W.M. Keck Science Education Lab ED2105
office hours:  Tuesdays, 1-4 (please email first)

Time: Tuesdays, 4:00-8:00 PM

Grading - based upon percentage of points earned
93% A , 90% A- , 87% B+ , 83% B , 80% B- , 77% C+ , 73% C , 70% C- , 67% D+ , 63% D , 60% D- , below 60% F 

Course Description: SED 525S and SED 525SL are designed in accordance with the Michael D. Eisner College of Education Conceptual Framework and the principles of Computer Supported Collaborative Science  to provide opportunities for teacher candidates to engage in and reflect upon best practices in science teaching and learning.  Prospective teachers learn to engage students in the those practices and habits of mind described in the Next Generation Science Standards (NGSS), such as asking questions and defining problems, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information.  These courses focus on instructional methods and curriculum in teaching physics, chemistry, biology, earth & space science and health in secondary schools. Students learn how to  develop, adapt, evaluate, and use strategies and materials for teaching science, appropriate both to the special needs of the learners and the special characteristics of the various science disciplines.  In addition, these courses foster the development of Technological Pedagogical Content Knowledge (TPCK) so that graduates are prepared to use relevant technologies to engage and enhance student learning. 

Assignments & Calendar
Total points - 370; Check your scores on Moodle

2/14*Reasoning - exchange

Reasoning turn in assignment



*Master Teachers
4/18*Semester Plan
4/25*Take home exam distributed

5/2 Professional Development
5/16*In-class final
*Take-home due


Books (recommended)

Herr, N. (2008). The Sourcebook for Teaching Science – Strategies, Activities, and Instructional Resources.San Francisco. John Wiley. 584 pages. 

Herr, N. & Cunningham, J. (1999). Hands-On Chemistry Activities with Real-Life Applications. West Nyack, New York, Jossey-Bass (Prentice-Hall). 638 pages. 

Cunningham, J. & Herr, N. (1994).  Hands-On Physics Activities with Real-Life Applications. West Nyack, New York, Jossey-Bass (Simon & Schuster), 670 pages.

Herr, N. (2013). Everyone in the Pool! Collaborative Data Analysis in the Science Classroom. HP Catalyst Academy. (

Expectations: Attend all class-sessions unless excused by professor.  Participate in all CSCS activities and contribute to all in-class online activities.

Objectives: The primary objective of this class is to equip prospective science teachers with the subject-specific knowledge and techniques necessary to effectively teach the concepts of the physical and biological sciences to today's secondary school students.  By the end of this course students will be able to:

(1) Science Education in America: Describe the system and status of science education in America in an international context and be able to develop criteria for evaluating the effectiveness of science instruction.

(2) Next Generation Science Standards:  Develop lessons that address all three dimensions of NGSS:  science and engineering practices; cross-cutting concepts, and disciplinary core ideas. 

(3) Alignment with California Common Core Standards (CCCS) and English Language Development Standards (ELD). Develop lessons that address relevant CCCS and ELD Standards. 

(4) Technological Pedagogical Content Knowledge (TCPK).  Illustrate TCPK while teaching sample lessons that address NGSS, CCCS and ELD. Effective use of CSCS techniques to engage science learners.

(5) Administration and Management of the Science Classroom: Understand the features of managing a science classroom and identify those administrative techniques necessary for efficient operation. Use of continuous formative assessment (CFA) to monitor and reform instruction to meet immediate student needs. 

(6)  Using the Sciences to Stimulate Cognitive Development: Present science lessons in a way that fosters the higher order reasoning required by NGSS.

(7) Effective Teaching Techniques for the Sciences: Employ a variety of effective teaching techniques in presenting scientific concepts.

(8) Motivation Techniques: Identify those techniques which motivate students and develop science lessons which employ such techniques.

(9) Resources for Science Educators: Identify the various resources available to science instructors and develop resource files for lessons that address NGSS, CCCS and ELD

(10)  Professional Growth: Identify and use those resources aimed at promoting the professional growth of the science teacher.

(11) Communicating the Relevancy of Science: Understand and communicate the significance of science in the lives of secondary school students.

(12) Curricular Requirements and the Articulation Process: Discuss the logic of the state science framework and develop logically sequenced curricula for specific science courses.

(13) Specific Ideas for the Teaching of the Life Sciences: Identify and use a wide variety of specific teaching techniques for the life sciences.

(14)  Specific Ideas for the Teaching of Chemistry: Identify and use a wide variety of specific techniques for the teaching of chemistry.

(15) Specific Ideas for the Teaching of Physics & Earth Science: Identify and use a wide variety of specific techniques for the teaching of physics and earth science.

(16) Self Evaluation & Critique:  Assess the effectiveness of one's own teaching.