HR: 17:30h
AN: ED44A-07    [Abstracts]
TI: Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware
AU: * Madsen, J
EM: jmadsen@udel.edu
AF: Department of Geological Sciences, University of Delaware, Newark, DE 19716, United States
AU: Allen, D
EM: deallen@udel.edu
AF: Department of Biological Sciences, University of Delaware, Newark, DE 19716, United States
AU: Donham, R
EM: donham@udel.edu
AF: Mathematics and Science Education Resource Center, University of Delaware, Newark, DE 19716, United States
AU: Fifield, S
EM: fifield@udel.edu
AF: Education Resource and Development Center, University of Delaware, Newark, DE 19716, United States
AU: Ford, D
EM: djford@udel.edu
AF: School of Education, University of Delaware, Newark, DE 19716, United States
AU: Shipman, H
EM: harrys@udel.edu
AF: Department of Physics and Astronomy, University of Delaware, Newark, DE 19716, United States
AU: Dagher, Z
EM: zoubeida@udel.edu
AF: School of Education, University of Delaware, Newark, DE 19716, United States
AB: University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an additional content course within a science discipline that is concurrently taught with a science methods course. Emphasizing inquiry-based activities, these bridge courses also focus on developing integrated understandings of the sciences. The continuum extends beyond the student teaching experience by tracking cohorts of science teachers during their in-service years. With funding from the National Science Foundation's Teacher Professional Continuum program, we are conducting research on this inquiry-based professional development approach for K-8 teachers across this continuum.
DE: 0800 EDUCATION
DE: 0805 Elementary and secondary education
DE: 0825 Teaching methods
DE: 0830 Teacher training
DE: 0845 Instructional tools
SC: Education and Human Resources [ED]
MN: 2007 Fall Meeting