JSC 301H1: Outline of Topics

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The course provides an introduction to a variety of topics relevant to both formal (classroom) and informal (outreach) education at all age levels. Instruction will involve a mixture of assigned readings, class discussions, lecture components, and other activities.

Course overview:

Introduction to learning and teaching
- Prevailing educational theories
- Learning and information processing
- Learning taxonomies and intellectual development
The importance of context and content
- Introducing the Ontario science curriculum
- Learning activities, outcomes, and assessment
- Planning within the context of curriculum
Explaining science: problems and best practices
- Misconceptions in STEM subjects
- Rules of engagement: learning styles & motivation
- Science writing for engagement and education
- Dealing with objections: debunking bad science

Note: this list is representative but not necessarily complete; additional topics may be addressed during the course.

Course Readings:

There is no specific text book for this course; rather, selected readings will be provided related to the topics under discussion. Here are a selection of the initial readings for those who wish to get an early start on the material:

Patricia K. Cross, “Learning is about making connections”. The Cross Papers Number 3 1999, publ. League for Innovation in the Community College, available via ERIC/EDRS document ED432314
Alex H. Johnstone, "Chemistry Teaching - Science or Alchemy?" Journal of Chemical Education, 1997 volume 74(3) pp.262-268 DOI:10.1021/ed074p262
Philips D. C., (1995), The good, the bad, and the ugly: The many faces of constructivism, Educational Researcher, 24(7), 5-12 DOI: 10.3102/0013189X024007005

Course evaluation:

Student evaluation will be based on a mixture of written assignments, activities, and a final project. Projects may be individual or group-based; topics will be suggested, but students are free to propose their own ideas. Projects will involve developing materials and/or activities based on the Ontario science curriculum for use in either a formal (class) or informal (outreach) educational setting. Students are expected to test their projects out in a real-world setting.