Disability ServicesReligious ObservancesClassroom BehaviorAcademic IntegrityKnowing and Learning in Mathematics and Science EducationEDC 385G (08660) Fall 2004Time: Tuesday 5-8PMPersonal InformationDr. Anthony Petrosino Email : [email protected] Professor Office: 512-232-9681Sanchez Building, Room 462-A Fax : 512-471-8460 The University of Texas at AustinAustin, TX 78712 Office Hours: Tuesday 2PM—5PM Course Number: EDC 385GCourse Name: Knowing and Learning in Mathematics and ScienceRoom Number: SZB 344Unique Number: 086601 . Course Overview: The purpose of this course is to understand different approaches to theorizing and studying mathematics and science learning and epistemology as represented by developments in mathematics and science, educational research, and other social science fields. This course attempts to synthesize the scientific basis of learning mathematics and science. The scientific achievements include a fuller understanding of: (1) memory and the structure of knowledge; (2) problem solving and reasoning; (3) the early foundations of learning; (4) regulatory processes that govern learning, including metacognition; and (5) how symbolic thinking emerges from the culture and community of the learner." A major project will focus on studying students' thinkingin a particular mathematical or scientific domain. 2. Course ExpectationsPrepare for and participate in class discussion and class work.Hand in a weekly critique of an assigned article. Critique: Each week you will be assigned one or more book chapters or journal articles on a topic related to learning in mathematics and science education. These articles form the basis for your work in this course and it is essential that you read these articles and reflect on them prior to coming to class. For each class you will be required to submit a critique of an assigned article (denoted by a ” * “ in the syllabus). See HOW TO WRITE A CRITIQUE at the end of this syllabusfor guidelines.Leading class discussion - Each week a different member(s) of the class will be asked to lead the class discussion. Discussion leaders will be responsible for initiating the discussion with a summary of the week’s readings, for posing questions concerning the readings, and for summarizing the group’s perspectives on the topic. The summary should be no longer than 25 minutes in length in order to allow time for discussion. The format may be a discussion or it maytake other creative forms including small group activities, role-playing, brainstorming, etc. Participation in class– A major goal of this class is for you to be able to articulate your understanding of theories related to problem-based learning and to describe issues regarding thedesign of problem-based learning environments. Class discussion is crucial to the development of this skill. By participating in a critical debate of the week’s readings, you and your classmates will improve your ability to speak publicly about issues and ideas and to question (politely) the positions of others. A second goal of this class is for you to learn to work collaboratively to produce a complex project. Part of class time will be used for group project meetings. Missing class puts an unfair burden on the rest of your project group. Attendance – Class discussions are an extremely important part of learning and on-time class attendance is mandatory. If you must miss class, please notify me in advance to discuss the situation. In order for an absence to be excused, students must complete a writing assignment onthe discussion topic for that day in addition to the regularly assigned reflection paper. The writing assignment is due within two weeks of the missed class or by the last meeting of class whichever comes earlier.COURSE PROJECT – 2 OptionsRESEARCHED BASED: Conceive, implement, analyze and write-up a research project utilizing clinical interviews.Your major assignment in this course is to design a study of thinking in a mathematics and/or science subdomain of your choice, using clinical interview methods. Examples of math or science domains include ratio and proportion, functions, physics of matter, genetics (I'll provide a more extensive list later). Examples of integrated domains include systems thinking, modeling,data generation and representation. You will choose a domain to pursue in groups of two to four students. As a group, you will gather the available research in the area and design a clinical interview. You will write reviews ofthe literature individually. You will also conduct the interviews separately, but report your results orally, as a group, in a formal presentation. There are two parts to this assignment: 1) a mini review of the research in the domain your group has chosen that covers 4-6 articles (individual grade; 10 points); and 2) the design, execution and discussion/oral presentation of the interviews and results.NON-RESEARCHED BASED- Write a literature review on a topic covered in class with professor’s approval. Roughly 15 pages (excluding references). To be worked out with the instructor. Roughly, this review will need to incorporate both classical and contemporary literature and create a substantive review of the literature. You will need to work on this project alone although you can collaborate with other members of the class for suggestions, ideas and for reviewing initial drafts. 3. Required MaterialReadings – Reading scholarly articles is the primary means for keeping abreast of developments in the field of the learning sciences. Learning to critique these articles and relate them to your work is an important part of the lifelong learning required in today’s rapidly changing world. CLASS MEETINGSDiscussion topics, assigned readings, and class activities8/31 Week 1 Introduction to Course9/7 Week 2 Overview of the Learning Sciences*Bransford, J., Brophy, S., and Williams, S. (2000). When computer technologies meet the learningsciences: Issues and opportunities. Journal of Applied Developmental Psychology. Vol. 21(1) 59-84.CTGV (2000). Lessons in Anchored Instruction: Lessons from beyond the Ivory Tower. 9/14 Week 3 Knowledge Centered 1Bransford, J.D., & Schwartz, D. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P.D. Pearson (Eds.), Review of research in education (Vol.24, pp.61-100). Washington, DC: American Educational Research Association. 9/21