e-Portfolio
The University of Pennsylvania- Master of Chemistry Education Program (MCEP)
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Mark Hayden e-Portfolio The University of Pennsylvania- Master of Chemistry Education Program (MCEP) |
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The
purpose of this portfolio is to serve as:
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| TABLE
OF CONTENTS (Achievement in Science and Education) |
| 1. Comprehension
of Chemistry Content Course Enduring Understandings The
participant has grown
to have a stronger comprehension of science content as described in the
program and course Enduring Understandings.
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| 2. Use
of Accurate Scientific Language The
participant has grown
in his/her ability to accurately use scientific language.
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| 3. Synthesis
of Scientific Concepts Across Chemistry Courses The
participant has
demonstrated a synthesis of important scientific concepts across the
program content.
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| 4. Application
of Scientific Concepts The
participant has grown
in the ability to apply concepts and scientific principles to practical
problems and/or real-world situations.
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| 5. Use
of New Chemistry Content Knowledge in Designing Instruction The
participant has
demonstrated the application of new scientific knowledge in the design
of teaching materials, lesson plans, and/or assessments used in his or
her own classroom.
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| 6. Understanding
of Science Education Theory & Literature The
participant has grown
to have a stronger understanding of important science education
literature and theory.
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| 7. Reflective
Practice The
participant demonstrates a disposition toward inquiry on teaching, and
an ability to apply educational theory to do research on teaching and
learning in his or her own classroom.
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| 8. Use
of New Pedagogical Knowledge in Designing Instruction The
participant has
demonstrated the application of improved knowledge of educational
theory in the design of teaching materials or lessons used in his or
her own
classroom.
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| 9. Use
of New Pedagogical Knowledge in Designing Assessment The participant has
demonstrated the application of improved knowledge of educational
theory in the design of assessments used in his or her own
classroom.
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| 10. Leadership The
participant has grown
as a leader in science education.
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| 11. Integration
of Available and Appropriate Technology into Teaching Practice The
participant has become
more skilled and sophisticated in his or her use of appropriate
technology in teaching practice.
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