Transcript Engineering GE courses - California Academic & Research

Information literacy for Science
Educators at CSULB
Karin Griffin
CSULB
Hema Ramachandran
Getting to the Root of STEM
Education, CSUN, Dec 4, 2009
OUTLINE
Birth of a collaboration, research, pitching it to
the department
Definition of science literacy
Standards
Developing program
Incorporating IL into
science curriculum
Feedback and evaluation
Developing assignments
Evaluating Web 2.0
Developing a Web 2.0
session
Birth of a Collaboration
Discussion begins (Summer 2007)
Explore ideas
Engineering librarian: long interest in science
literacy and science education
Education Librarian: looking for avenues to
collaborate more with faculty/department
Exploring CSULB Science Education
curriculum to incorporate information
literacy
OECD Definition of
Science Literacy
Scientific literacy is the
capacity to use scientific
knowledge, to identify
questions and to draw
evidence-based conclusions in
order to understand and help
make decisions about the
natural world and the changes
made to it through the human
activity (2001)
More Definitions of
Science Literacy…
Science literacy is an active understanding of scientific methods
and of the social, economic and cultural roles of science as they are
conveyed through various media and it is thus built upon an ability
to acquire, update and use relevant information about science
(Sapp, 1992).
The scientifically literate person accurately applies appropriate
science concepts, principles, laws, and theories in interacting with
his universe (Rubba and Anderson, 1978).
In a word to become scientifically literate is to become an effective
citizen (Shortland, 1988).
The Informed Global
Citizen
Science and technology permeates all
aspects of daily life
Understanding of science is a prerequisite
for citizens to make informed decisions and
be informed consumers
Globalization requires us to
understand science/technology
Evolution of the Science
Curriculum
Facts
Just know it
Isolated science
Textbook
Elite
Individual
Text is sole source
Right answer, one way
Multiple choice
Themes and concepts
Learning how
Application in technology and
implications for society
Inquiry,/hands on
For all students
Cooperative groups
Incorporate lab. ,video, software,
internet etc.
Flexible solutions
Authentic assessment
This chart is from the chapter “Promoting Active Learning in the Sciences with the Internet” in
Teaching with the Internet by Beverly Crane (2000)
ACRL
Standards
AASL
Cognitive
NCATE
NSTA
ACRL: Information Literacy for Science
and Engineering/Technology
Summary of the unique aspects of this standard:
•
Science, engineering, and technology disciplines pose unique challenges in
identifying, evaluating, acquiring and using information
•
Student knows how scientific, technical, and related information is formally and
informally produced, organized, and disseminated
•
Knowledgeable of sources that are specific to the field, e.g. gray literature, raw data,
handbooks, patents, standards, material/equipment specifications, manuals of
industrial processes and practices, product/proprietary literature.
•
Recognizes the tradeoff between the value of the information and the time and cost
to obtain it
•
Use of information research to gain competitive advantage, track new products,
improve processes, etc. and monitor competitors and their marketing strategies.
AASL: American Association of
School Librarians
Information Power: Building Partnerships for Learning (1998) has 9 standards for
student learning
Summary of four of them:
The student who is:
…information literate accesses information efficiently and effectively
•
…information literate evaluates information critically and competently
•
...information literate uses information accurately and creatively
•
…an independent learner is information literate and pursues information related to
personal interests
National Council for the Accreditation of
Teacher Education
NCATE states that student-teachers must be able to:
Appropriately and effectively integrate technology
and information literacy in instruction to support
student and learning
Essential vehicle for discussions with academic
programs in teacher education.
National Science Teachers
Association
Standards for Science Teacher Preparation (2003)
According to Standards 6 & 7:
Well-prepared science teachers:
•
…should know how to effectively use various resources such as news media, libraries,
resource centers and the Internet…
•
…Identify ways to relate science to the community…and use community resources to
promote the learning of science.
•
…Involve students successfully in activities that relate science to…the resolution of
issues important to the community…
Pitching the idea!
Science Education librarian attends department
meeting to make a proposal to embed session(s) in
curriculum
Two faculty show interest in idea for “Science
Methods Program”
Further discussions with Science Methods faculty and
both librarians
Faculty agree to librarians offering two sessions in
Spring 2008
Science Methods
Program
Course Overview (SCED 475 & EDSS 450C):
Objectives, strategies, materials and methods for
teaching science to diverse populations at the
elementary or secondary education levels
Info Literacy & Web 2.0 Tools for
Science Educators Workshops
Included the “Community & Technology
Resources” required assignment options for
both EDSS 450 & SCED 475
Objectives
 Teach information literacy to student-teachers
 Make student-teachers critical users of information which they in turn
will impart to their students
 Highlight information and educational resources in the community
(community college libraries, other academic libraries, public libraries
and museums)
 Find creative ways to incorporate IL into the curriculum
 Use information literacy as an active learning tool
 Empower student-teachers to reach out to school librarians
 Develop professional development and lifelong learning skills
Session 1:Spring 08
Traditional orientation with a twist!
Alumni access
Other academic libraries in the area
Museums and other community
resources
In-class assignment
Session 2: Spring 08
Incorporating information
literacy into the curriculum
Empowering teachers to
approach librarians
More challenging than in
humanities and social
sciences
Incorporating IL into
Science curriculum
• More challenging
• Requires creativity and innovation
• Many examples in the literature
• SJSU Math 12 project
Examples
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Biographical and historical information of the person named in a
theory/formula: (e.g. Pythagoras, Archimedes, Ohm etc.)
Biographical information about inventor
Climatic phenomena (weather, storms etc.)
Disasters (Exxon Valdez, Hurricane Katrina. Tsunami)
Events (e.g. any space exploration event!)
Hot topics (global warming, biofuels, hybrid cars etc.)
Launch of new technology (iPod, USB drive etc.)
History of common household products (dishwasher, vacuum cleaner,
telephone etc)
How things work (e.g. air conditioner, windmills etc.)
Locating Lesson Plans
•
CSULB Science Education Research Guide
http://www.csulb.edu/library/subj/science_education
•
Kathy Shrock’s Guide for Educators (section on Science and Technology)
http://school.discoveryeducation.com/schrockguide/
•
Ask Eric http://www.eduref.org/cgi-bin/lessons.cgi/Science
•
MERLOT (Multimedia Education Resource for Learning and Online Teaching)
http://www.merlot.org/
•
Science Education Commons (sponsored by CSU for California Science Teachers)
http://teachingcommons.cdl.edu/sec/index.html
•
National Science Digital Library http://www.nsdl.org
Evaluation
Sample Feedback Questions:
• What was the most helpful aspect of the session? The
least?
• Did the session meet your expectations?
• How might it be improved?
• Would you recommend the session to other
classmates?
Revision of program
Using evaluation to revise our program
(especially in terms of timing)
Began investigation of Web 2.0 for educators
(Summer 2008)
Proposed new program:
--combine Sessions 1 and 2 from previous
semester into one session by adding an extra
30 minutes
--Add a new session on Web 2.0
Evaluation of
Web 2.0 tools
Why use web 2.0 tools?
Which ones are easy to
implement and use? \
Cost
Issues of security
Web 2.0 Tapas
Science Education faculty liked our
proposal!
New session launched Fall 2008
“Tapas” or taste of Web 2.0
Give you food for thought!
Session well received
Good discussions!
In-class assignment
adventures!
Fall 2008: exercise in Wikispaces
Simultaneous editing wiped out previous entries!
Instructors’ worst nightmare!
Spring 2009 exercise in Del.icio.us
Worked like a charm!
BUT
Fall 2009 Del.icio.us requires Yahoo account
Last minute change of assignment using
YouTube and SciencebBlogs.com
Keeping up with
Web 2.0!
Major challenge but at the
same time a good way to
keep current!
Photo credits
http://www.flickr.com/photos/deathtiny42/3980694536/
http://www.flickr.com/photos/circulating/2238715683/
http://www.flickr.com/photos/_molly_/2335802710/
http://www.flickr.com/photos/ross/49490304/
http://www.flickr.com/photos/43071680@N00/2585443676/
http://www.flickr.com/photos/chanc/385411972/
http://www.flickr.com/photos/sojournerdouglasscollege/145134551/
http://www.flickr.com/photos/extraketchup/622612084/
http://www.flickr.com/photos/85791047@N00/2954783299/
Questions?
See handout for
references mentioned
in presentation