Summer 2019 - EDUC 416 D200

Designs for Learning: Secondary Science (4)

Class Number: 5875

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA

  • 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.


This is an introductory course in secondary science teaching. It will provide a foundational understanding of science learning and teaching from grades 8-12. 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. As such, this course will include nature walks and field trips in the Peace Region, such as Doig River Days. Field trip options will be discussed in class.

Students will engage in reading, discussing and practicing a variety of theoretical frameworks, strategies and assessments for science teaching. Students will design learning plans consistent with best practices in science education. Practice will be focused on engaging students, encouraging enquiry and how to help students form enduring scientific skills and understandings. Students will deepen their reflective practice.


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 tool box of strategies for learning and assessment in the science classroom
  6. develop a coherent unit plan for teaching science


  • Activity-based Science Lesson 20%
  • Project-based Learning/Inquiry Assignment 30%
  • Unit Plan 30%
  • Final Reflective Paper 20%


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.



There may be entrance fees for some of the field trips we participate in.


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

New BC Curriculum (2016): Building Student Success.

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.