Course 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.ReferencesELE3290.002ReidSyllabusFall2008Eastern Illinois UniversityDepartment of Early Childhood, Elementary, and Middle Level EducationELE3290.002-Science in the Elementary SchoolInstructor: Denise E. ReidLocation & Time: BB2430 T & Th 8-9:40Office: BB2211Office Hours: M & W 8-9:30T 2:30-3:30Telephone: 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. 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.11/14/2019ELE3290.002ReidSyllabusFall2008Carin, 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.Learning Model: The Information Processing Family Models: Scientific Inquiry & Inquiry TrainingJoyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson.The Scientific Inquiry Model used The Biological Sciences Curriculum (BSCS) model as one example of a curriculum that uses inquiry teaching in developing science curriculum. “The essence of the model is to involve students in a genuine problem of inquiry by confronting them with an area of investigation, helping them identify a conceptual or methodological problem within that area of investigation, and inviting them to design ways of overcoming the problem.” (p. 169) In addition, the Scientific Inquiry Model uses the work of Richard Suchman to support the Inquiry Training Model. Suchman believed that students can be conscious of their process of inquiry and can be taught the scientific procedures directly. “The model promotes strategies of inquiry and the values and attitudes that are essential to an inquiring mind, including: process skills; active, autonomous learning; verbal expressiveness; tolerance of ambiguity; persistence; logical thinking; and an attitude that all knowledge is tentative.” (p. 185)There are different levels of inquiry, from guided to full inquiry. One teaching and learning modelthat 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 by BSCS 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.)The BSCS 5E Instructional Model http://www.bscs.org/curriculumdevelopment/features/bscs5es.htmlDispositions: 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. Live Text Assessment Requirement: For those classes with Live Text or Practicum- If the portfolio or Live Text requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned.21/14/2019ELE3290.002ReidSyllabusFall2008ELE3290 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.pdfCourse Outcomes1. The students will exhibit a positive attitude toward providing meaningful experiences in science for your students. 2. The students will demonstrate an understanding of the nature of science, the learner, and the learning environment. 3. The students will demonstrate a working knowledge of appropriate science learning and hands-oninquiry experiences for children. 4. The students
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