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Your work in EDSC 7550 will be evaluated based on the construction and submission of your portfolio. Your portfolio will consist of samples of your work selected from the list of learning projects described below. You are encouraged to think carefully about the list, and choose the portfolio elements (learning projects) that reflect your interests and goals. The first FIVE elements are required; you should select FOUR additional elements from those listed here.
The selection of portfolio elements must be done so that your portfolio includes evidence of abilities for:
(Required)
Using the research presented
in class, develop several web-based activities on a topic in
your science curriculum.. The activities should be put on
the "net" and presented to all of us. A template for lesson
development can be found at this site: http://www.gsu.edu/~mstjrh/webbasedtemplate.html (Required) You will be invited
to participate (with your secondary students) in an
Internet-based inquiry project, called the International
Clean Air Project. In the Project you will monitor
ground-level ozone at your school site for two-one-week
period during the semester, share you data with others over
the Internet, and use the Internet to discuss the results
and draw conclusions. You should write a report outlining
the problem you studied, the methods used, data collected,
and the conclusions that you drew. You should also comment
on the application of this activity to middle and high
school science teaching. (Required) During the semester
you will develop or enhance your professional science
teaching web site. The site should consist of several pages,
including a home page. The Web site can be put up on your
GSU panther account, or your private Internet provider
account, you can use "nicenet," or other "free" services on
the net. You will be asked to "present" your site during the
semester in class. You should include a copy of your "home"
page in your portfolio. (required) In this project you
will have the opportunity to view science classrooms through
different windows or perspectives. You will work with your
classmates to apply a qualitative science education research
study to the examination and analysis of secondary science
classrooms. You and your team should prepare a report that
summarizes your findings for the particular window that you
used to view science classrooms. You should also use this
project to look into your own classroom by bringing in
artifacts from your class on a specified evening. The
artifacts (photographs, examples of student work, map of the
room, video clip, texts) should be used to show what your
class is like and why you do things the way you
do. (Required)
You should turn in
as part of the Portfolio a learning log, which consists of
reflective writing documenting your work in the course. Log
entries should be 1) brief; limit each day's entry to no
more than two facing pages in your log; 2) include left
brain (verbal/logical) and right brain (intuitive, holistic,
artistic) entries to reflect your thinking; 3) be made for
each day of the Institute; 4) be kept in a separate
book. Create Your
Own Design your own
portfolio component. Be sure to get your instructors
approval before you start it.
Write a
"Fuzzy
Situation"
story based on a science/technology/society issue. The story
must ask students to integrate content knowledge, logic and
creativity. Include criteria that each student must include
in their answer or description. Be sure to ask for
prediction and opinion. Include a copy of your Fuzzy
Situation in your portfolio. . Using
CLEO,
design and carry out a Web-Assisted Network Science activity
with your students. Write a brief report, which should
include the problem, methods, data collected, and the
conclusions that you drew. You will also be asked to give a
"5" minute show & tell on your project in
class. Using the
characteristics of an EEEP
developed in class, develop an EEEP, and share it with your
classmates. Put a copy of your EEEP in your portfolio, and
if you wish, publish it on your Web Site. Write a short report
that describes your philosophy of science teaching and how
it has changed or not changed as a result of your
participation in the course. Design a portfolio
for one of the courses you are currently teaching. Use one
of the models shown in the book Increasing Your Students'
Science Achievement for the development of the
portfolio. Include a copy of the finished product in your
portfolio. A list of the
readings that you did in the course and the way you have
read the book, article, chapter, paper or Internet source.
For example, you might list a book and state "Chapters 5 and
8 were read thoroughly." You might list another book and
sate "skimmed the book and found it irrelevant to my current
goals." You might list another item such as an article and
say, "I got so much out of this that I read it twice and
made careful notes. In other words, what is wanted is an
honest account of what you have read and the depth to which
you have read the material Using the computer
resources on campus, identify five or your most favorite
science/science education sites on the Internet. Try and
download the homepage of each site, and be sure to include
URL address as well. Discuss how you would use these sites
in science teaching. Create a "Think
Piece" on some topic on related to one of the courses you
teach. You will be participating in "think piece"
discussions on the "net" via the class bulletin board. How
can you apply this concept to the content of the courses you
are teaching? Develop one; put it on the "net" in your
website; share the results with us. A brief report
summarizing your progress and your accomplishments using the
Internet. You might want to include to extent to which you
participated in the class discussions on the Net, and how
these affected your progress in the course. You might also
comment on the implications of your progress on your own
teaching practice. A copy of your
report that was presented in class and posted on your
website.