Summer 2019 - EDUC 416 D100

Designs for Learning: Secondary Science (4)

Class Number: 4150

Delivery Method: In Person


  • Course Times + Location:

    We 1:30 PM – 5:20 PM
    EDB 7506, Burnaby

  • Prerequisites:

    EDUC 401/402 or corequisite EDUC 403.



Focuses on teaching secondary school science. Students explore the sciences and aspects of learning science; examine their own scientific thinking; work with the prescribed curriculum; and plan science learning experiences within a consistent framework using appropriate instructional materials and methods.


Sciences are often perceived as rigorous and only understood by a select few individuals. Ironically, the history of science demonstrates that anyone can become a scientist. Science is built around the scientific method indeed, but it also involves a great amount of creativity, trial and error, critical thinking, and uncertainty. These aspects were considered throughout the redesign of the science curriculum in British Columbia and reflect a more holistic and integrated approach to sciences. In this introductory course in teaching secondary science (grade 8-12), the curriculum will be studied in details in order for teacher candidates to feel comfortable applying its intricacies. Student teachers will be asked to apply their knowledge by designing learning plans and executing science activities in a way that is consistent with best practices in science education. Students will engage in reading, discussing and practicing a variety of theoretical frameworks, strategies, and assessments for science teaching. Practice will be focused on engaging students, encouraging inquiry and how to help students form enduring scientific skills and understandings. Students will deepen their reflective practice. This approach will help them slowly build their own toolbox of resources and develop professional competencies for teaching sciences.

Topics include, but are not restricted to: key outcomes in scientific learning; scientific literacy; development of conceptual understanding; effective use of inquiry; incorporating indigenous knowledge and science learning; integrating digital technology; differentiation in the science classroom; and place-based science instruction.


Students will:

  1. have an overview of current science curricula in BC
  2. develop their pedagogical understanding of science teaching and learning
  3. explore the relationship between Indigenous knowledge and western science
  4. develop their own critical philosophy of science education
  5. begin to acquire a toolbox of resources, strategies for learning and assessing in the science classroom
  6. develop a coherent unit plan for teaching science


  • Two reflections on class readings 20%
  • Activity-based science lesson (teams) 25%
  • Cyber-project assignment (teams) 25%
  • Science unit plan 30%


Due to the interactive nature of this class, attendance is required. If you need to miss a class, please discuss with the instructor beforehand. You will be responsible for making up readings, reflections, and other work.



Keeley, Page (ed), Science Formative Assessment: 75 Practical Strategies For Linking Assessment, Instruction, And Learning 2nd Edition, Corwin Press, 2016.
ISBN: 9781483352176

Science First Peoples – Teacher Resource Guide. Grades 5 to 9. (2016) First Nations Education Steering Committee and First Nations Schools Association.

Each student can download their free copy from the following link: 2016- Full-F-WEB.pdf

Supplementary articles and reading materials will be provided electronically via CANVAS.

Registrar Notes:

SFU’s Academic Integrity web site is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University.