Syllabus 676 (Formerly 695B)

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

COURSE DESCRIPTION -  SED 656  (Advanced Laboratory Curriculum Development; formerly 695B) is 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 teachers to develop a wide variety of innovative and engaging science laboratory activities that include various elements of CSCS (pooled data analysis, continuous formative assessment, collaborative resource development).  Teachers develop laboratory activities designed 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.  This course fosters  the development of Technological Pedagogical Content Knowledge (TPCK) so that masters candidates are better prepared to provide leadership in the use of relevant technologies to engage and enhance science learning. 


  • Discrepant Events  - Developing and using counter-intuitive demonstrations and investigations to engage students in science learning. 
  • Field Trip Guides – Developing and employing mobile apps to engage learners in learning scientific and engineering principles while in the field at science centers and other places of scientific interest.
  • Longitudinal Research Activities – Developing and employing research activities in biology, chemistry, physics and geoscience in which the independent variable is time. 
  • Engineering Activities – Developing and employing activities in which students define problems, design solutions, and then optimize the solutions. 
  • Demonstration Equipment – Developing demonstrations which make use of specialized science teaching apparatuses. 
  • Instrumentation – Developing and employing activities which make use of specialized sensors such as accelerometers, barometers, altimeters, EMF meters, IR detectors, luxmeters, motion sensors, sonometers, etc. 
  • Microscopy – Developing and using laboratory investigations that employ digital videomicroscopy and image editing
  • CSCS Activities  - Developing and employing investigations that involve pooled data analysis, collaborative resource development and continuous formative assessment.

ASSIGNMENTS- Develop laboratory and field activities as specified in the assignment descriptions linked below. Create web pages for each of the following assignments and engage your colleagues in these activities using CSCS strategies. 

  • 20% Participation in in-class and online CSCS activities
  • 80% Assignments (Presentations and accompanying web pages)

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 

  • Masters Program website  
    • Post all assignments from all masters courses
  • CSCL Investigations website 
    • Continue to add to your CSCL website.  Put all of the resources you develop for this class on this site, and copy them to the 695B website.  Make sure that you update the 695B website when you update your own personal CSCL website
  • Your Classroom websites
    • Continue to add to your CSCS website
  • Add your resources to the 695B collaborative website
    • Make certain to update the 695B collaborative website when you make changes on your personal CSCL website.


This course addresses all five student learning objectives (SLOs), but focuses on reflective practice (SLO #1) and leadership (SLO #5).  Students will critically examine science knowledge and technological (TPCK) to develop effective hands-on science investigations. In addition, they will influence policy and practice in educational communities by developing hands-on science investigations and activities that are distributed in the cloud.  

In particular, students are expected to: 


  • Develop an understanding of the status of laboratory work in American secondary school classrooms  

  • Develop and distribute discrepant events using their websites 

  • Develop and distribute field trip guides for science centers and other places of scientific interest  

  • Develop and distribute longitudinal research activities in biology, chemistry, geoscience or physics 

  • Develop and distribute NGSS-based engineering activities for secondary school students 

  • Develop and distribute online activities that make use of instrumentation, microscopy and demonstration equipment 



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. (


Singer, S. R., Hilton, M. L., & Schweingruber, H. A. (Eds.). (2006). America's lab report: Investigations in high school science. National Academies Press.

Liem, T. L. (1987). Invitations to science inquiry. S17 Science, 333 Clark Ave West, Apt 216, Thonrhill, On, L4J 7K4, Canada

Bybee, R. W. (2013). Translating the NGSS for classroom instruction. NSTA Press, National Science Teachers Association.

Bybee, R. W. (2014). NGSS and the next generation of science teachers. Journal of science teacher education, 25(2), 211-221.

NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press.

Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills. Colorado Springs, CO: BSCS.

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N. (2002). The BSCS 5E instructional model. Origins, effectiveness and applications.

Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of science teacher education, 13(1), 1-12.