PREPARING FUTURE ELEMENTARY-SCHOOL TEACHERS IN EARTH SCIENCE: PERSPECTIVES FROM A SMALLER 4-YEAR STATE UNIVERSITY

A 200-level science course, Earth Science in Elementary Education, was established in 1992 to compliment similar courses in biology and chemistry. These courses are part of a Group Science degree to prepare future teachers. At present, the course conveys content and pedagogy in several ways. Three weekly two-hour sessions integrate traditional lectures with lab. During lectures the basics of geology, weather, and astronomy are presented. During lab students work through standard exercises and exercises that model constructive learning. All information is interwoven with the content standards of the Michigan Curriculum Framework. Students construct portfolios to manage the materials they gather. Students are required to dedicate time to three out-of-the-classroom experiences. Students spend a half-day observing and assisting a master teacher at an area school (and write observational and reflective summaries). Students present inquiry-based lessons as a service learning project at an inner-city elementary school. Students travel to the southern edge of the Canadian Shield to collect rocks, interpret outcrops, and describe structures (additional trips are to a local gypsum mine and the Field Museum in Chicago). The course concludes with students presenting original lessons that address state curriculum.

Based on evaluations students most value the variety of lessons they receive, time with the master teacher, being part of an active hands-on learning group, field experiences, online notes, and small class size (20 students). Student suggestions for improvement call for greater integration of lecture and lab, a new lab manual, more balance of weather and astronomy (against geology), more field trips, and a slower pace. Problems for the instructor include limiting class size and a demand for more sections of the course (roughly one-tenth of each graduating class has had the course).