College
Course
Communicating Ocean
Science
Text and Course Reader
Recommended Text
Castro, P and ME Huber. Marine Biology, 6th ed. McGraw-Hill
Higher Education.
Text is available at the campus bookstore and other locations
where text books are sold. We have
placed a copy of the text on three hour reserve at
the
Koshland
Bioscience and Natural Resources Library located in the Valley
Life Sciences Building and the Earth Sciences and Maps Library
located in McCone Hall.
Required Course Reader
The course reader is available at Copy
Central (corner
of University and Shattuck) in Downtown Berkeley. We have also
placed a copy of the reader on three hour reserve at
the
Koshland
Bioscience and Natural Resources Library located in the Valley
Life Sciences Building and the Earth Sciences Library located
in McCone Hall.
The selected readings provide a background on the learning theory
explored during each session. The reader is a compilation of classic
papers as well as more recent thinking or expansion
on historically important papers. We have also attempted to provide
additional citations in each session for those wishing to explore
a subject further.
Session 1: Teaching Ocean Science
Executive Summary: An Ocean Blueprint for the 21st Century, U.S
Commission on Ocean Policy, pp. xxxi–liv, 2004, Public
Domain.
Session 2: The Process of Science
The Nature of Science and Habits Of Mind, from Benchmarks for
Science Literacy, American Association for the Advancement of
Science Project 2061, pp. 3-8; 281-287, ” 1993, Oxford University
Press.
Session 3: Comparing Teaching Approaches
Improving Instruction, from Achieving Scientific Literacy: From
Purposes to Practices, Roger W. Bybee, pp. 167-186, ” 1997,
Heinemann.
Session 4: Building Towards Inquiry
A Scientist’s Perspective on Inquiry and Inquiry in the
National Science Education Standards, from Inquiry and the National
Science Education Standards: A Guide for Teaching and Learning,
National Academy of Science, pp. Xi-xiv; pp. 13-37, ” 2000,
National Academy Press.
Session 5: Blank Slates or Clever Minds?
Children’s Own Concepts, from Primary Science: Taking
The Plunge, Roger Osborne (Wynne Harlen, Ed.), pp. 75-91, ” 1985,
Heinemann Educational.
Session 6: Questioning Strategies
The Right Question at the Right Time, from Primary Science:
Taking The Plunge, Jos Elstgeest (Wynne Harlen, Ed.),
pp. 36-46, ” 1985,
Heinemann Educational.
Session 7: Questions Lab
Helping Children Raise Questions–And Answering Them, from
Primary Science: Taking The Plunge, Sheila Jelly (Wynne Harlen,
Ed.), pp. 47-57, ” 1985, Heinemann Educational.
Session 8: Promoting Discussion
Dialogic Instruction: When Recitation Becomes Conversation,
from Opening Dialogue: Understanding the Dynamics
of Language and Learning
in the English Classroom, Martin Nystrand, pp. ix-xii;
pp.1-29, ” 1997,
Teachers College Press.
Session 9: Assessment
The Case for Strengthening Assessment in the Science
Classroom, from Classroom Assessment and the National
Science Education
Standards, National Academy of Sciences, pp. 11-21, ” 2001, National
Academy Press.
Session 10: Designing a Lesson
What Is Backward Design?, from Understanding by
Design, Grant Wiggins and Jay McTighe, pp. 7-19, ” 1998, Merrill Prentice
Hall.
Session 11: Creating An Inclusive Learning Environment
What Teachers Need to Know About Language, from
English Language Learners: Informing Our Practice,
California
Journal of Science
Education, pp. 5-68, ” 2003, California Science Teachers
Association.
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