(Draft 5/6/00) Oregon Science Education Council

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1 (Draft 5/6/00) Oregon Science Education Council NOTE: The following document is a draft. Comments and suggestions are invited prior to Dec. 1, 2000,and can be sent t o Dr. Camille Wainwright, OSEC Chair Recommended Science Content for Pre-Professional Undergraduate Teaching Programs: Early Childhood, Elementary, Middle School and Secondary Science Authorizations Part I: Student Guidelines Content Recommendations Comment I. Early Childhood/Elementary Authorization A minimum of: (a) Twelve quarter hours in science including earth science, physical science and life science; preparation shall include development of age appropriate lab activities and demonstrations related to subject matter. 3 cr. beyond old TSPC requirements; allows for either a n elementary methods course (3 cr) or single add on credits (Exel style). The innovation here is to require methods of science instruction as well as science content. (b) Ten field hours experience implementing and assisting science activities in t h e classroom. These are actual clock hours of early field experience. II. Middle School Authorization A minimum of: (a) Thirty quarter hours in science including earth science, physical science and life science; preparation shall include development of age appropriate lab activities demonstrations related t o subject matter and a significant laboratory or field based research (scientific inquiry) experience in one of the science coursework areas. (b) Fifteen field hours experience implementing and assisting science activities in the classroom Since middle school is generally combined with either elementary authorization o r secondary, expectations can b e confused between the two. This portion sets out specific expectations for middle school preparation, including a significant lab or field based research experience (new). Note: Those wishing to obtain a science 1

2 endorsement with middle school authorization should follow the high school guidelines. Content Recommendations Comment III. High School Authorization A. General preparation for all science endorsement areas A minimum of: (1) Seven quarter hours in science methods of instruction appropriate t o endorsement area sought; preparation shall include development of age appropriate lab activities, demonstrations related to subject matter and a significant laboratory or field based research (scientific inquiry) experience in one of the science coursework areas (2) Three quarter hours in the history of science. Here the methods are broken out separately from the content courses. Four credits of methods might be the standard methods course with the additional three being the (new) research experience. This is valuable for perspective o n the specialized sciences in the high school. (3) Twenty field hours experience implementing and assisting science activities in the classroom B. Content Preparation for Specific Endorsement Areas (minimum values) (1) Biology Forty quarter hours, including laboratory work, designed to develop competence in the life sciences distributed as follows: (1) Twenty-seven quarter hours in biology science, including: (a) Classical and molecular genetics; (b) Evolution; (c) General microbiology; a n d (d) Ecology. (2) Eighteen quarter hours in physical and earth science. Quarter hours reduced to 40 from old TSPC 45 to accommodate the new research and history of science credits which total 6. 2

3 Content Recommendations Comment (2) Integrated Science Forty quarter h o urs science, including laboratory work, designed to develop competence in integrated science, distributed as follows: Quarter hours reduced to 40 from old TSPC 45 to accommodate the new research and history of science credits which total 6 (1) Eighteen quarter hours in: (a) Astronomy; (b) Geology; (c) Meteorology; a n d (d) Oceanography. (2) Twenty-seven quarter hours in: (a) Biology; a n d (b) Chemistry or physics. (3) Chemistry Twenty-seven quarter hours, including laboratory work, to develop competence i n chemistry, including organic and physical chemistry Same as old TSPC requirements. (4) Physics Twenty-seven quarter hours, including laboratory work, designed to develop competence in physics including advanced and modern physics. Same as old TSPC requirements. 3

4 Part II: Associated Program Characteristics The philosophical and pedagogical foundations of a sound teacher preparation program in Oregon include the following: College faculty have a responsibility to offer courses that a re appropriate for t h e preparation of future teachers. Oregon teacher education programs have a responsibility to require prospective teachers to have adequate content knowledge acquired through appropriate coursework. Students preparing to become teachers have a responsibility to select courses which will prepare them with the content knowledge and skills to teach science to children. In order to implement these foundations, the college or university program which prepares teachers in the authorizations and endorsements described in Part I should exhibit the following characteristics: (a) (b) (c) (d) (e) (f) (g) (h) Implementation of OCEPT "Indicators for Selection of Mathematics and Science Content Courses Appropriate for Future Teachers" (attached). Availability of teaching option major within in established science majors, dual science/education major, or science education minor. Provision of instruction in mathematics and technology appropriate to authorization and endorsement level sought. Opportunity for students to tutor science as a means to explore teaching as a career and/or early field experiences. Development of cadre through Prospective Teachers Club or similar activity Provision of information regarding teaching pre-professional program in college o r university catalog Designated counseling staff for prospective teachers Inclusion of teaching as a career in information given to science majors through career seminars, brochures, and other outreach methods. 4

5 Indicators for Selection of Mathematics and Science Content Courses Appropriate for Future Teachers (OCEPT) Characteristics of the Course: National and/or state Standards are incorporated in course design. (National Council of Teachers of Mathematics or National Science Education Standards, AAAS Benchmarks, and/or Oregon Content Standards) Hands-on laboratory experiences and/or use of manipulatives constitute an integral part of the course. Students have opportunities to learn about and engage in inquiry. Instruction is designed to encourage conceptual development through the use of a variety of activities, resources and educational technologies. Course content integrates relevant issues of science, mathematics and society. Lecture portion of course is closely coordinated with laboratories and/or recitation sections. Utilizes some means of authentic assessment, such as the Oregon CIM scoring guides (Mathematics or Scientific Inquiry). Course grades are based on a variety of assessment methods. Provides opportunities for connections to the K-12 classroom environment. Characteristics of the Instructor: Engages students interactively in instruction. Takes student prior knowledge into account when planning for instruction. Promotes a sense that all students can succeed in the course. Models thinking and study skills important for succeeding in the course. Emphasizes the value of science, mathematics and technology for all people of all ages. Models an enthusiasm for an inquiry orientation to learning. Is familiar with K-12 classrooms and teachers. 5

6 Appendix I Original TSPC Endorsement Requirements The following are the original TSPC endorsement requirements. These requirements are no longer current and have been superceded by the outcome based Licensure for the 21st Century provisions (OAR ), which are entirely outcome based in terms of the content area; the passing of a test demonstrates competency. Superceded Requirements: Basic Elementary Sixty quarter hours designed to develop competence in elementary instruction, distributed as follows: (1) Eighteen quarter hours of language arts. (2) Twelve quarter hours of mathematics. (3) Nine quarter hours in science. (4) Nine quarter hours in U.S. history, cultural geography, and other social sciences. (5) Three quarter hours in health education. (6) Three quarter hours in physical education. (7) Three quarter hours in music education. (8) Three quarter hours in art education. Basic Biology (Valid for Teaching All Science at Grades 5-8, and for Teaching all Science in Which t h e Majority of the Content is Biology at Grades 9-12) Forty-five quarter hours designed to develop competence in science, distributed as follows: (1) Twenty-seven quarter hours in biology science, including: (a) Classical and molecular genetics; (b) Evolution; (c) General microbiology; a n d (d) Ecology. (2) Eighteen quarter hours in physical and earth science Basic Integrated Science (Valid for All Science, Except Biology, Chemistry, or Physics a t Grades 9-12) Forty-five quarter hours designed to develop competence in science, distributed as follows: (1) Eighteen quarter hours in: (a) Astronomy; (b) Geology; (c) Meteorology; a n d (d) Oceanography. (2) Twenty-seven quarter hours in: (a) Biology; a n d (b) Chemistry or physics Basic Chemistry (Valid for Teaching All Science at Grades 5-8, and for Teaching All Science in Which the Majority of the Content is Chemistry at Grades 9-12) Twenty-seven quarter hours to develop competence in chemistry, including organic and physical chemistry Basic Physics (Valid for Teaching All Science at Grades 5-8, and for Teaching All Science in Which the Majority of the Content is Physics at Grades 9-12) Twenty-seven quarter hours designed to develop competence in physics including advanced and modern physics. 6

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