ELE3290.002Reid Syllabus SP 2008 1 1/7/2008 Eastern Illinois University Department of Early Childhood, Elementary, and Middle Level Education ELE3290.002-Science in the Elementary School Instructor: Denise E. Reid Location & Time: BB2430 T & TH 8-9:40 a.m. Office: BB2211 Office Hours: Monday & Wednesday 1-2:00 p.m. Tuesday & Thursday 1:30-2:30 p.m. Telephone: Office (217) 581-7891/Cell (217) 549-3633 E-mail address: [email protected] Web Site: http://www.ux1.eiu.edu/~dereid Theme: 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 a basis 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 Materials Martin, 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.ELE3290.002Reid Syllabus SP 2008 2 1/7/2008 Learning Model: Constructivism, Inquiry & the Learning Cycle Model Constructivism 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 Outcomes 1. 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 Standards Course 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.pdfELE3290.002Reid Syllabus SP 2008 3 1/7/2008 • Illinois Core Technology Standards (ICTS) http://www.isbe.net/profprep/CASCDvr/pdfs/24100_coretechnology.pdf Grading Scale: 92% - 100% = A 82% - 91% = B 72% - 81% = C 62% - 71% = D 61% or below = F Course Requirements Course Requirements Demonstrated Competencies Aligned Standards (ACEI, ILSCSTF-ELE, IPTS, TSIT, LASIT) Participation Performance includes presence, participation and preparation for group and whole class discussions, and participation in lab activities working cooperatively with peers. Focus is on practices and behaviors that allow the learner to grow professionally. ACEI 5.1 ILSCSTF-ELE 16, 17 IPTS10, 11 TSIT 2E, 6C, 6D LASIT 2D, 2E, 2H Science Notebook & lab sheets Performance includes organizing science notebook in order to create a useful teaching resource. This resource will include handouts, assignments, lab sheets, demonstration lessons and a detailed Table of
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