Research Based Practices for Elementary Science Instruction

ELE 641  

 

 

Course Description: 

Every science teacher has at one point heard the plaintive cry of “Aw man, do I have to read that stuff? When am I ever going to need that?” As teachers, we know that science and other content subjects can be exciting to learn but that often their advanced bad reputations for being hard keep students from enjoying these fascinating subjects. Add to that the difficulty of reading science textbooks and you have the challenging job of bringing students to the content subject plate. This course is designed to show you how your passion for science can be turned into a topical study that can integrate science, social studies, history, math, English, and even some foreign languages. The course will use the Aerospace industry which is now the number one topic of interest in our schools as a vehicle for demonstrating how we can plan effective lessons that result in students meeting and exceeding basic skills and knowledge on end of year achievement tests. Using the techniques and methods introduced in this course any topic can be used as a vehicle for exciting teaching and learning. Using thematic instruction provides students with hands-on opportunities to find information sort and evaluate good information, reject misinformation or incomplete information. Through project completion students will learn how to use information to solve problems which they will need regardless of the path they may take in life. Using technology in researching, producing and displaying what has been learned will teach much needed technology skills that are now necessary regardless of the jobs our students may pursue.

 

Course Objectives:

 

• Make increased use of computer in their teaching of science and content literacy skills

• Explain the theoretical and research basis for using technology to increase the knowledge base for science and content literacy skills for students K-8 grades

• Identify and address the major issues of using technology in topical/thematic teaching

• Design topical / thematic units

• Design appropriate technology infused curriculum integration projects for use in science K-8

• Identify and evaluate Internet sites for accurate information vs. urban myths and misinformation and will be able to teach K-6 grades students to do the same

• Act as effective facilitators of learning science process and knowledge bases for students K-8

• Integrate technology resources to collect, bookmark and use Internet sites for topical or thematic learning

• Guide students K-8 grades to design and produce electronic science projects

• Apply the principles of WebQuests and be able to combine the principles with science learning activities

 

 

Time Requirements:

 

This course will be offered over a period of 15 weeks and will contain 13 modules. Modules 1-10 will be completed over the first 10 weeks. Modules 11-13 will be completed over a 3-week period to allow students to revise and complete their integrated thematic unit plans and web pages.

 

Skill and Hardware Requirements:

 

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

 

Course Readings :

 

Required Text:  National Science Education Standards National Academy Press, Washington , D.C. (5^th or later ed.) 1998.   Also available online at http://www.nap.edu/readingroom/books/nses/html/ 

 

Internet Sites as prescribed in the course web pages.

 

Course Outline

 

Module 1: An Overview of Science, Technology, and Reading

 

Objectives: 

Examine research based reasons for using computers in today’s science classrooms

§  Identify the standards set for science and technology

§  Examine scientific inquiry as a teaching method

Examine science standards for teaching and learning science

 

Module 2: Principles and Definitions

 

Objectives: 

§  Establish knowledge base of science standards

§  Examine and define terminology used in the writing of the standards

§  Examine methods for accomplishing science standards

§  Locate, review and list references and resources needed to accomplish science standards using both course content, text and personal research

 

Module 3: Science Teaching Standards and Aerospace Education

 

Objectives:  

·         Explore National standards for Science Education and how that will impact change in the teaching of science topics.

·         Analyze  resources available for thematic instruction

·         Explore free NASA and other Aerospace resources

·         Define collaborative learning, teachers and students learning together as a method of demonstrating the scientific method and inquiry

·         Examine resources for materials and grants that may help to support thematic instruction, science teaching and learning

·         Examine model lessons demonstrating effective integration of science knowledge, research, study reading, and technology use. 

 

Module 4: Call for Professional Development Towards Better Science, Reading and Technology Teaching

Objectives:

§  Identify stated needs for continuous professional development

§  List ways to keep up-to-date in science knowledge

§  Examine and define standards for professional development in science

§  Explore methods for self-assessment of science changes and up dates

§  List recommended methods for science teaching

 

Module 5: Assessment in Science More Than Paper Pencil Tests

 

Objectives: 

§  Develop alternative methods to paper and pencil tests for evaluating science learning

§  Explore topics such as data collection, methods of sorting through and organizing data

§  Examine assessment standards

§  Explore sample lessons and evaluations as demonstrations of appropriate method

§  Identify standardized national, regional and district evaluations

§  Identify accreditation standards for science, content reading, and technology. 

 

Module Six:  Science Content Standards

 

 

Objectives:

§  Identify the rationale and unifying concepts for science

§  Examine inquiry standards

§  Explore the individual components of science and their associated standards

§  Identify the criterion by which obtainment of the standards is measured

§  Define appropriate use of science content standards

 

 

Module Seven:  Unifying Concepts and Processes

 

 

Objectives:

§  Identify research proven methods for developing understanding of science

§  Define underlying content standards of systems, order, and organization

§  Examine spiraling curriculum and scientific integrity

§  Define the inquiry method as a process for learning science

 

Module Eight:  Science in Personal and Social Perspectives

   

Objectives:

• Identify concepts of personal health for science learning
• Examine the various resources available for use in science learning
• Identify trends in population, resources and environments that provide foundation
• for science learning
• Examine changes in environments that factor into personal and social changes
• Tracking trends through technology

 

Module Nine:  Science as Inquiry Grades K-4

 

Objectives:

• Identify methods for providing inquiry environments for science study in grades K-8
• Identify appropriate content for inquiry lessons
• Create a definition of inquiry learning and list the necessary components
• Explore methods for appropriate assessment of science learning in inquiry classrooms

 

Module Ten:  Science as Inquiry Grades 5-8

 

Objectives:

• Identify the standards for science education in grades 5-8
• Examine appropriate teaching and learning strategies for science instruction
• Develop collaborative lesson strategies for investigating science
• Identify and integrate technology that can be used to reinforce or enhance the learning of science concepts

 

Module Eleven:  Planning and Carrying Out Science Instruction

 

 

Objectives:

• Identify appropriate teaching strategies for inquiry learning
• Define WebQuest as a concept for teaching and learning science
• Identify Resources and materials for elementary science learning
• Examine technology resources for teaching and learning elementary science

 

 

 

 

 

 

Content:

I.          The obvious, the Internet

• Finding and evaluating appropriate sites for science units
  http://www.cwcboe.org/GCMS/library/GCMS%20LIBRARY/resources_for_teachers.htm#Science
• AUPs and other means for protecting learners on the Internet
  http://www.asij.ac.jp/elementary/iTeacher/aup.htm
• Creating websites with science content for the individual classroom

II.         WebQuest, designing your own teaching material and unit

• Bernie Dodge and his concepts: http://webquest.org/index.php
• Sample WebQuest
• Dos and Don't of designing a WebQuest
  http://www.coollessons.org/coolunits.htm

III.        Virtual field trips, going where it is not feasible to go

• Too far, too expensive, too dangerous
  http://campus.fortunecity.com/newton/40/home.html
• A picture paints a thousand words, seeing is believing
• Visual literacy as a teaching tool
• National virtual field trips  

IV.       Using community resources, bring the outside world inside the classroom

• Science is everywhere, ordinary jobs extraordinary science
• Video and teleconferencing with the experts
• "Becoming" the expert, classmates and schoolmate resident experts

V.        Collaborative education and science, two naturals together

• Science in your community, using the expertise available for cooperative and collaborative projects
• In-house collaborations, classroom to classroom, student to student and teacher to student
• Outside collaboration with other schools in district and out of state

 

 

Culminating Activities:

1.)   Course participants will select two (2) of the module’s recommended teaching
        strategies and will design a model lesson plan using these strategies. Topic of the   lesson should be a portion of the topic selected for the TIIFP or should support the TIIFP and will include in that project. 

2.)   Forum posting is not required for this module.

 

 

Module Twelve:  Science Education Program Standards

 

Objectives:

• Identify the national science program standards
• Explore the implications for curriculum designs of the national science program standards
• Define each standard individually as it pertains to science learning and instruction

 

Module Thirteen:  Science Education System Standards

 

Objectives:

·         Define science education system

·         Identify the various components of the science education system

·         Identify national professional learned societies in science education

·         Examine the way science education is regulated, conducted, and assessed

·         Identify the standards for science education system

 

Modules Fourteen and Fifteen:  The Technology Infused Integrated Final Project

Objectives:

• Provide additional time for researching a topic of choice in more detail
• Provide time for completing all projects to be submitted
• Provide time for evaluation of course participants achievements
• Provide time for evaluation of course content and instructor

 

Grading Criteria:

Assignment	Points
Forum Discussions (6 @ 10)	60
Weekly Assignments (7@10) Reflections	70
Project 1 (Module 3 & 11)      Model Lesson Plans 2@10	20
Project 2 (Module 7 & 10)      Internet Resources	20
Project 3 (Module 10)             WebQuest Project	20
Project 4 (Module 11 & 12)    White Paper: School Science Status	20
Project 5 (All Modules)          Technology Infused Integrated Final                                                 Project (TIIFP).	40
Total Points	250
Grading Scale
250 - 230	A
229 - 213	B
212 - 190	C

 

   

Bibliography of Recommended Reading

 

Committee on Science and Technology, Science Education and You, http://science.house.gov/resources/lessonplans.htm  Retrieved August 12, 2007.

 

Duschl, R. A., Schweingruber, H. & Shouse, A.  (2007) Taking science to school: Learning and teaching science in grades K-8. Washington, D. C. National Academies Press.

 

Fredericks , A. D. (1998) Science adventures with children's literature: A thematic approach. UK: Libraries Unlimited.

 

Hammerman, E. L. (2005) Eight essentials of inquiry based science, K-8 Thousand Oaks, CA: Corwin Press.

 

NASA 2007) Classroom activities: http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/By_Type_Classroom_Activities_landingpage.html   Retrieved August 12, 2007.

 

National Research Council (1996) National education standards. Washington , D.C.:National Academies Press.

 

North Central Regional Educational Laboratory, (1995) Critical issue: Providing hands-on, and authentic learning experiences in science. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm
Retrieved August 12, 2007.

 

Schultz, J. (2002) Learning how to learn: Science education for struggling learners.Quest Journal, 5(1)  http://www.odu.edu/ao/instadv/quest/strugglingstudents.html Retrieved August 12, 2007.

 

Wetzel, D. R. (2005) How to weave the web into K-8 science. Arlington , VA :National Science Teachers Association. 

 

Your favorite things in school science, web resources http://www.yft.com/favorite-things/Kids_and_Teens/School_Time/Science/  Retrieved August 12, 200