Ideas

Harvard Account Sign In

Sign in with your HarvardKey to access my.Harvard Student, Teaching/Advising, Delegate, Harvard Chan, Admissions, and Admin.

Brown, MGH, & Tufts Students

Register for access to participate in Harvard cross-registration.

  1. Course Search
  2. EDU T268C

Building Student Capacity for Sensemaking and Problem Solving with Science and Engineering Practices
EDU T268C

Course Information

Description

This course continues to explore teaching and learning science through the unit and diversity of people and processes. The course focuses on developing three-dimensional, high-quality science learning experiences centered on the Science and Engineering Practices (SEPs) outlined in the Next Generation Science Standards, examining science education from students' perspectives and the essential skills needed to learn science and become independent critical thinkers able to explore and make sense of the natural world. The course emphasizes how SEPs serve as vehicles for student sense-making around anchoring phenomena and problem-solving in authentic, relevant contexts to prepare scientifically literate citizens who can make decisions that better their lives and the lives of others. This course continues to address equity in the science classroom, critically examining the notion that science is entirely objective rather than influenced by history, society, and politics, and works to welcome all students into the scientific community through culturally and linguistically sustaining pedagogical practices that support diverse learners.

School Graduate School of Education
Credits 4
Cross Reg

Not Available for Cross Registration

Department Education
Course Component Regular Course
Instruction Mode In Person
Subject Education
Grading Basis HGSE Letter Graded
Learning Goals [SMK.1] Uses evidence-based pedagogical practices that enable all students to develop and apply grade-level knowledge and skills in relevant, real-world contexts. [SMK.2] Supports students in making connections between the subject matter and real-world issues impacting their communities and the world. [SMK.3] Understands the importance of the difference in social and academic language in planning, differentiating, and delivering effective instruction, especially for English learners at varying levels of English language proficiency and literacy. [HES.3] Provides flexible and responsive supports, scaffolds, and tools to meet students' needs. [HES.4] Communicates clear criteria for success (e.g., models, rubrics, exemplars). 1. Articulate the science and engineering skills needed for all students to learn science 2. Design/modify/supplement and implement instruction that teaches students the science and engineering practices and provides them with many different opportunities to engage in authentic science to practice and apply these skills to make sense of the world, engineer solutions, and make informed decisions 3. Use the science and engineering practices to discuss the unity and diversity of the science disciplines 4. Engage in collaborative coaching and learning to help improve teaching and learning in science 5. Develop a safe and engaging learning environment that supports the learning of a diverse group of students by building relationships and encouraging the perspectives of individuals with varying identities and experiences 6. Integrate social justice curriculum in the science classroom that not only engages students in authentic and relevant science problems, but also addresses what it means to be a scientist through identity and representation in the field
Career Focus <p>Middle and High School Science Teacher</p>