This course will be run in a seminar format. Participants will be required to pre-read materials in order to prepare for in-class discussion of the issues. Discussion will take place both face-to-face during scheduled class times and online via discussion groups.
Topics will vary according to the specific interests of the group, but will include consideration of issues related to: Assessment, gender, learning theories (e.g. radical constructivism, embodied cognition, learner-generated examples, cognitive conflict/misconceptions) and technology.
At the end of this course, successful participants will be able to:
- Describe current issues in mathematics and science education
- Use library databases and the internet to identify appropriate sources of information
- Critically analyze and discuss these issues with peers
- Present reasoned arguments in writing to support well-informed views on these issues
- Reflect on the relationship of these issues to their own practice of teaching.
- Identify particular issues in mathematics and/or science education of personal relevance and formulate a plan to address these issues through a project or project(s) that will be implemented for the MSTE 5230 course.
Specific course evaluation procedures will be provided to participants in the first week of classes. Such procedures will be consistent with the Douglas College Evaluation Policy and will be formative in nature, consisting of some or all of the following:
| Seminar participation | 0-25% |
| Weekly online postings/responses | 0-25% |
| Presentations | 0-25% |
| Project Proposal | 10% |
| Assignments (e.g. journal, lesson plans, article analysis, web research, projects) | 40-70% |
None. Reference material will be accessible online, provided by the instructor or available in the library.
Acceptance to program