Methods of Elementary School Science
7E:162 - Spring 2003
http://www.uiowa.edu/~c07e162b/
Instructors: Dr. Susan Everett Office: 453 Van Allen
Phone: 335-1199
Dr. John Dunkhase Office: 455 Van Allen
Phone: 335-1185
Michelle Pacha Office: 470 Van Allen
Dept.
Secretary 450 Van Allen, 335-1181
Course
Philosophy:
The purpose of this course is to provide
meaningful and practical learning experiences that will prepare methods
students to create effective science learning environments for elementary
school students. The course will create an environment where the students are
active participants in both discussions and hands-on science activities rather
than passive receivers of information.
Assignments will be substantially “authentic” which means that students
will do things that exemplary practicing teachers regularly do as part of their
professional development experiences.
Goals:
• To
become comfortable and confident with inquiry-based science as it is
recommended by the National Science
Education Standards and other resources from the science education reform
movement.
• To
experience a variety of inquiry-based science activities which range from
inexpensive and everyday materials to commercial programs.
• To
understand how children learn science.
• To
become aware of interdisciplinary connections between science, language arts,
mathematics, technology, and society.
• To
gain pedagogical content knowledge to use in teaching experiences.
Learning
Experiences:
• Doing
science activities that are similar or identical to those you will encounter in
elementary classrooms in your future employment.
• Discussing
important topics and issues as part of the science education reform movement.
• Exploring
a science topic to create a learning center.
• Creating
science lesson plans based on the current best understandings of effective
science learning environments and using these in “peer-teaching” sessions with
classmates.
• “Practicum
teaching” -a science lesson in elementary classrooms in the Iowa City School
District.
• Participating
in an outdoor education practicum experience.
• Finding
resources such as lesson plans, websites, children's books, community
resources, etc.
This course will focus on
5 standards: student learning,
instructional planning, instructional strategies, learning environment and
assessment. Each student must pass each
of these standards to pass the course.
These standards will be assessed through daily assignments in the course
notebook and in the final paper. The
final paper will be the key artifact that will be uploaded by each student to
his/her web page by May 14, 2003.
Course
Readings:
Course
Assignments:
1. Daily
Activity Notebook: A composition
book will be required for all work with in-class hands-on activities as well as
with supplemental resources. Students
will be expected to complete assignments on time and be prepared for participating
in class discussions. (20% of total
grade)
2. Community
Resource Project: Students will
select and visit a resource in the community for assistance with science
teaching. (5% of total grade)
3. Outdoor/Environmental
Education Practicum Experience:
Students will participate in a one-half day practicum experience with
the School of the Wild at the Macbride Nature Recreation Area. (5% of total grade)
4. Learning
Center: Students will work in pairs
to explore a science topic or concept and create a hands-on science learning
center for display and presentation in class.
(10% of total grade)
5. Bottle
Biology: This assignment is an
example of a long-term ongoing inquiry project. Students will design and implement an experiment, collect data,
and present results in a PowerPoint presentation. (20% of total grade)
6. Development
of a Practicum Science Lesson:
Students will work in small groups to design and implement an
inquiry-based activity for use with elementary school students. This will include developing an activity,
collecting necessary materials, peer-teaching with methods students and
teaching with elementary students. (20%
of total grade)
7. Final
Paper: In lieu of a final
examination, the final paper will help each student to synthesize ideas about
elementary school science teaching and learning. (20% of total grade)
Attendance:
Because of the
interactive nature of this course, regular
attendance is required and expected.
Classes will begin on time
and all students are expected to be on time and ready to begin. Absences, either excused or unexcused, and
lateness could result in the lowering of your final grade. If an emergency arises, you must notify your
instructor ahead of time if you will
miss class. Failure to do so is
perceived as unprofessional conduct.
Grading:
This is a professional
sequence course for preservice teachers and consequently all students are
expected to put forth their best effort to learn as much as possible. Substantial commitment to this course is
necessary both in and out of class to learn to teach elementary science in one
semester. Plus/minus grading will be used.
“A” This student is extremely well-qualified
as evidenced by excellent, thorough, and on-time assignments that show evidence
of learning and understanding. This
person demonstrates a deep commitment to the teaching profession by always being present, punctual, and
prepared for class, by enthusiastically participating in all class activities
and by adding appropriate and insightful ideas to class.
“B” This student is well-qualified as
evidenced by very good, complete, and on-time assignments that show evidence of
learning. This person demonstrates a
commitment to teaching by being present, punctual and prepared for class, by
participating in class activities and by occasionally adding ideas to the
class. Instructors are always notified
of emergencies and absences prior to class.
“C” This student shows the minimum
competencies for science teaching as evidenced by success in some areas but not
in others. Students are inconsistent in
their professionalism. Assignments are
turned in but are lacking in quality or are late. This person may show an interest in teaching but lacks commitment
in preparation and participation. Students
have one or more unexcused absences.
Instructors are sometimes notified of absences ahead of time.
University Policies:
The University of Iowa
has written policies and procedures on student complaints and dispute
resolution, student academic misconduct, and student academic
accommodations. Copies of these
policies are available upon request or they may be downloaded from the
University web page under "College Policies and Procedures for Students."
It is our intent that
students from all diverse backgrounds and perspectives be well-served by this
course, that students' learning needs be addressed both in and out of class,
and that the diversity that students bring to this class be viewed as a
resource, strength, and benefit. Please
let us know of ways to improve the effectiveness of the course for you
personally or for other students or student groups.
Our intention for this
course is for it to be the highest quality positive learning experience for
every student. If you have any
questions, suggestions, or concerns about any aspect of the course, please be
encouraged to address these with your section instructor for resolution. If for any reason your concerns are not
satisfactorily addressed, please contact Dr. Susan Everett and/or Dr. John Wilson,
the Science Education Coordinator. If
there are still outstanding unresolved issues, contact the Division Chair of
Curriculum and Instruction, Dr. Gary Sasso, and/or the Dean of the College of
Education, Dr. Sandra Damico.