Course Credits: 3Course Text & Other MaterialsELE3290 StandardsCourse RequirementsCourse Assignments and Expectations***1. Active Participation (30 points) Most lessons involve activities of some type that are difficult to make up if absent, so regular attendance is beneficial. Participation includes the following: being in class on time (3-5 minutes early), looking at those who are speaking, working cooperatively with group members, being prepared for class, and being actively involved in labs and discussions. This also means that your cell phones are turned off. If an emergency arises please notify the instructor if you are unable to attend class by leaving a message on voice mail or e-mail. Five points will be deducted for each unexcused class absence.BibliographyELE3290.002Reid Syllabus SP 2008Eastern Illinois UniversityDepartment of Early Childhood, Elementary, and Middle Level EducationELE3290.002-Science in the Elementary SchoolInstructor: Denise E. ReidLocation & Time: BB2430 T & TH 8-9:40 a.m.Office: BB2211Office Hours: Monday & Wednesday 1-2:00 p.m.Tuesday & Thursday 1:30-2:30 p.m.Telephone: Office (217) 581-7891/Cell (217) 549-3633E-mail address: [email protected] Site: http://www.ux1.eiu.edu/~dereidTheme: Educators as Creators of Effective Educational Environments Catalog Description: Science in the Elementary School. (3-0-3). Exploration of the nature, processes, and products of science and their relationships to society, the world, and the school curriculum. Field-based experiences will be in conjunction with Elementary Education 4000. Prerequisites & Notes: ELE3000 and six semester hours in science. Concurrent enrollment with ELE3340, ELE4880, and ELE4000 (practicum) is recommended. Course Credits: 3 Purpose of the Course: To involve students in the process of learning about the nature of science; a sample of its content and the methods used to teach the content. Using theories of how children learn as abasis for instruction, the students develop their skills at teaching science processes through discovery, guided discovery, and inquiry lessons. Students will also understand the importance of assessment and evaluation, and will develop various means of assessment. Students will integrate technology in their lessons, projects, and science units.Course Text & Other MaterialsMartin, R., Sexton, S., Wagner, K., & Gerlovich, J. (2005). Teaching science for all children (4th ed.). Boston: Allyn and Bacon.Carin, A. A., Bass, J. E., Contant, T. L. (2005). Activities for teaching science as inquiry (6th ed.). Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.Supplemental Materials: LiveText Account & Course packet purchased from Copy Express in the student union.11/14/2019ELE3290.002Reid Syllabus SP 2008Learning Model: Constructivism, Inquiry & the Learning Cycle ModelConstructivism is a theory about how people learn. This theory is based on the work of early theorists (John Dewey, Jerome Bruner, Jean Piaget, and Lev Vygotsky) that supported discovery learning. The basic premise of constructivism is that learners connect their current explorations with their existing knowledge to form new understandings or knowledge. Inquiry refers to the process of exploring questions, ideas, and phenomena. There are different levels of inquiry, from guided to full inquiry. One teaching and learning model that supports inquiry and provides a framework to help teachers become more effective in using inquiry approaches is the Learning Cycle Model. The original Learning Cycle Model was developed by Professor Robert Karplus and colleagues at the University of California-Berkeley and consisted of three components: exploration, concept introduction, and concept application. The current model has been modified and has five components: Engagement, Exploration, Explanation, Expansion, and Evaluation. (Moyer, R. H., Hackett, J. K., & Everett, S. A. (2007). Teaching Science as investigations: Modeling inquiry through learning cycle lessons. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.)Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, and sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging environment. Course Outcomes1. A positive attitude toward providing meaningful experiences in science for your students. 2. An understanding of the nature of science, the learner, and the learning environment. 3. A working knowledge of appropriate science learning and hands-on inquiry experiences for children. 4. The ability to effectively utilize various types of materials, resources, and media to engage children in meaningful science experiments. 5. Knowledge of assessment and evaluation procedures for science. 6. The ability to plan, implement, and assess science instruction for elementary students. 7. The students will become familiar with the Illinois Learning Standards for Science and the National Science Education Standards.Course Content: The nature of science: Science attitudes, knowledge, and skills; D.A.S.T.; Process Skills; Constructivism; Science Misconceptions; Inquiry; Demonstration lessons and discrepant events; NSES (National Science Education Standards); Illinois Learning Standards; Science Content (Life Science, Physical Science, & Earth & Space Science); Literature & Science; Scope & Sequence Charts (Science Curriculum); Science concepts; Authentic Assessment; The Learning Cycle Model; Simulations;Project Based Learning; Science Teacher Resources.ELE3290 StandardsCourse requirements and demonstrated competencies are aligned with the following standards:- Association for Childhood Education International Standards (ACEI) http://www.acei.org/Synopsis.htm- Illinois Standards for Certification in Special Teaching Fields-Elementary http://www.isbe.net/profprep/CASCDvr/pdfs/26310_elementaryed.pdf - Illinois Professional Teaching Standards (IPTS) http://www.isbe.state.il.us/profprep/PDFs/ipts.pdf- Illinois Core Language Arts Standards (ICLAS) http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf - Illinois Core Technology Standards (ICTS) http://www.isbe.net/profprep/CASCDvr/pdfs/24100_coretechnology.pdf 21/14/2019ELE3290.002Reid Syllabus SP 2008Grading Scale: 92% - 100% = A82% - 91% = B72% - 81% = C62% - 71% = D 61% or below = FCourse RequirementsCourseRequirementsDemonstrated
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