Time Schedule:
John R Frederiksen
EDC&I 505
Seattle Campus
Seminar on advanced topics in curriculum and instruction. Critical examination of current research and practice. Content varies, check quarterly Time Schedule for topics to be covered. Prerequisite: permission of instructor.
Class description
Engaging young learners in theory-based, empirical research projects is a highly challenging yet important educational goal. To enable students to learn about the nature and practices of scientific inquiry and the nature of science, the development of students' metacognitive knowledge and skills are crucial. While science standards emphasize developing knowledge of a domain through inquiry, until recently little emphasis has been placed on the need for metacognitive knowledge and skills. Yet, research has shown that such expertise is needed in learning through inquiry, and is critical in transferring ones' capabilities for learning in one domain or context to another, as well as in taking charge of one's own learning. Science meta-knowledge is knowledge of the forms of knowledge used in scientific inquiry and how they are used in carrying out inquiry. In this seminar we will consider the overall structure of inquiry as a process for linking theory and evidence. We will examine four kinds of meta-scientific knowledge: meta-theoretic knowledge, meta-questioning knowledge, meta-investigation knowledge, and meta-analysis knowledge. We will consider the how knowledge with this level of abstraction and complexity can be developed in a classroom. And we will consider reasons why such knowledge is needed in science education.
Student learning goals
General method of instruction
Recommended preparation
Class assignments and grading
