EDEE 270: Sustainability

Course Materials

1. Science practices 

Required: 

• Hanuscin, D. L., & Park Rogers, M. A. (2008). Learning to observe and infer. Science and Children, 45(6), 56–57.  

Supplementary: 

• Bybee, R. (2015). Ch. 1 ENGAGE. The BSCS 5E Instructional Model: Creating Teachable Moments. National Science Teachers Association. (E-Book available at McGill Library). 

2. Scientific process 

Required: 

• Campbell, T., Schwarz, C., & Windschitl, M. (2016). What we call misconceptions may be necessary stepping-stones toward  

making sense of the world. Science and Children, 53(07). https://doi.org/10.2505/4/sc16_053_07_28 

Supplementary: 

• Ambitious Science Teaching. Tools for Ambitious Science Teaching.  University of Washington College of Education.  

3. Indigenous science 

Required:

• Williams, W. L., & Snively, G. (2016). Chapter 3 – “Coming to Know”: A Framework for Indigenous Science Education. In Knowing Home: Braiding Indigenous Science with Western Science, Book 1. University of Victoria.  

Supplementary:

• Learning Engagement 1B: Our connections to the seasons.  Storyline for field-based science education.  Learning in Places Collaborative.  

• Learning activities: Food.  Indigenous STEAM Collaborative. 

4. Science identities 

Required:

• Faller, E. (2018). When you walk into this room, you’re scientists! Science Scope, 41(09), 6–9. https://doi.org/10.2505/4/ss18_041_09_6 

• Easy steps to a gender inclusive classroom. (2017). Gender Spectrum. San Leandro, CA. 

Supplementary: 

• Rizga, K. (2020, September 11). Children Are Born Scientists. What If School Encouraged That? The Atlantic.  

•  Scientist Spotlight Initiative. (2003). San Francisco State University.  

•  Gender Spectrum. (2016). Principles for gender-inclusive puberty and health education. 

5. Scientific inquiry 

Required: 

• Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.  

Supplementary: 

• TeachingWorks. High-leverage practices. University of Michigan School of Education. 

EDEE 273: STEAM 

Course Materials

1: Model-Based Inquiry

Required reading: 

• Ambitious Science Teaching. (2015).  Models and Modeling: An Introduction. https://ambitiousscienceteaching.org/  

Supplementary readings and resources:

• Krajcik, J. Merritt, J. (2012). Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom?. Science Scope. 6-10. 

• Neilson, D., Campbell, T., & Allred, B. (2010). Model-Based Inquiry. The Science Teacher, (Nov) 38–43. 

• Wingert, K., et al. (2022). What is meant by engaging youth in scientific modeling? StemTeachingTools. https://stemteachingtools.org/brief/8

• Ondricek, B., Nixon, R.S. (2023). Case and Commentary : A Question I Couldn’t Answer. In: Jeong, S., Bryan, L.A., Tippins, D.J., Sexton, C.M. (eds) Navigating Elementary Science Teaching and Learning. Springer Texts in Education. Springer, Cham.

• "I can teach like this." (2023). In: Kober, N., Carlone, H., Davis, E.A., Dominguez, X., Manz, E., & Zembal-Saul, C. Rise and Thrive with Science: Teaching PK-5 Science and Engineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/26853 

2: Science Assessments

Required reading:

• Revealing Learning Through Assessments Ch. 6 (2023). In: Kober, N., Carlone, H., Davis, E.A., Dominguez, X., Manz, E., & Zembal-Saul, C. Rise and Thrive with Science: Teaching PK-5 Science and Engineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/26853

Supplementary readings and resources:

In: Jeong, S., Bryan, L.A., Tippins, D.J., Sexton, C.M. (eds) Navigating Elementary Science Teaching and Learning. Springer Texts in Education. Springer, Cham

• • Stark, J.C. (2023). Case & Commentary: What Happened to the Puddle?

  • Petersen, M.J. (2023). Case & Commentary: “Arts and Crafts” with a Side of Science.

  • Bogan, V., Guzey, S.S. (2023). Case & Commentary: Assessing Students’ Engineering Practices and Science Learning

• Keeley, P. (2016). Talk Moves: A formative assessment strategy for fostering productive probe discussions. Science & Children, 53(April-May), 24–26. 

• Keeley, P. (2013). Using the Predict-Observe-Explain Technique. Science & Children, 24–26.

• Scribner-MacLean, M. (2012). More Than Just Guessing: The Difference Between Prediction and Hypothesis. Science Scope. 37-40. 

• Llosa, Grapic & Haas (2022). Formative Assessment in Science Classrooms, Brief 7. Integrating Science And Language For All Students With A Focus On English Language Learners. New York State Education Department. 

3. Diverse Science Learners

Required reading:

• Harshbarger, D. (2019). “Lightbulb” Moments for All Learners. Science & Children, (Sept), 49–55. 

Supplementary readings and resources:

• Godec, S., King, H., & Archer, L. (2017). Broadening What Counts. The Science Capital Teaching Approach: Engaging students with science, promoting social justice. University College London.  pp. 19-23.

• Kohnke, S., Patterson, M. S., & Moehlmann, R. (2022). UDL Solutions for Common Science Barriers. The Science Teacher, Jul/Aug, 29–33. 

• McGlynn, K., & Kelly, J. (2020). Science for All: Modifying Labs for Students With Special Needs. Science Scope, 043(05).  

• Shouse, A., & Lakhani, H. (2014). Failing Forward: Managing Student Frustration During Engineering Design Projects (StemTeachingTools).  https://stemteachingtools.org/brief/36 

• Bobrowsky, M. (2024) If Students Have Different Learning Styles, What Kinds of Science Activities Are Best for Reaching All Students?, Science and Children, 61:4,55-57,  https://doi.org/10.1080/00368148.2024.2367952

• van Garderen, D. (2023). Commentary: Designing Equitable Science Instruction for All Students. In: Jeong, S., Bryan, L.A., Tippins, D.J., Sexton, C.M. (eds) Navigating Elementary Science Teaching and Learning. Springer Texts in Education. Springer, Cham.

4: Science Literacy & Language

Required reading  

• Williams-Duncan, O., & Raven, S. (2020). Robots and Reading. Science & Children, (Feb), 36–41. 

Supplementary readings and resources  

• Reigh, E., Miller, E. A., Simani, C., & Severson, A. (2023). Toward Equity for Multilingual Learners. Science & Children, 60(4), 26–29. 

• Brunner, J. L., & McGrail, C. (2022). Creating Opportunities: Strategies for introducing Nature of Science during read-alouds. Science & Children, 59(6).  

• Wingert, K. (2016). How to design assessments for emerging bilingual students. https://stemteachingtools.org/brief/33 

•  Schwenger, Grapin, Altamirano, Haas & Lee (2024) Translanguaging in Formative Assessment, Science and Children, 61:4, 48-54, https://doi.org/10.1080/00368148.2024.2366011

• Brown, Hildebrand, Tarone-Sefchik, Trella, Lee, Zembal-Saul & Cody (2024) Listening as Children Lead, Science and Children, 61:6, 29-37,  https://doi.org/10.1080/00368148.2024.2411759