Bill Robertson, Ph.D. - Classes
Teacher Education Department
TED 5314 - Concept-Based Science Education
Concept-Based Science Education develops and applies understanding of field, community, and cultural resources and develops family and community partnerships in a relevant science context. Students develop a learning unit based on instructional models such as the learning cycle lesson design and the 5-E model. Concept-Based Science Education explores historical perspectives of science and the role of science in societal decisions. The class includes research-based principles in science learning and technology integration.
The class utilizes a Problem-based learning (PBL) approach to curriculum development and delivery. Problem-based learning (PBL) is an inquiry-based approach that can be defined as both a curriculum and a process. The curriculum consists of carefully selected and designed problems that engage the learner in the process of acquiring critical knowledge, developing proficiency in problem solving, engaging in self-directed learning, and participating in collaborative teams. This curriculum integration process engages students in collaborative research that can be shared in the classroom, across a community or around the globe. PBL features open-ended and cooperative activities that deal with real world issues and scenarios.
The curriculum approach will follow the Critical Thinking Curriculum Model (CTCM), which is a multidisciplinary approach designed to encompass computer technology, a current real world issue, and effective learning and teaching practices. As a PBL curriculum, it encompasses the political, social/cultural, economic, and scientific realms in the context of a global issue. In this way, students realize the importance of their schooling by applying their efforts to an endeavor that ultimately will affect their future.
Syllabus | Schedule | Research Assignments| Discussions | Student PBL Products| Evaluation | Resources | Links
Bill Robertson, Ph.D. (robertson@utep.edu)
Teacher Education Department, College of Education, University of Texas at El Paso