SCIENCE INQUIRY IN AN INTERDISCIPLINARY, TEAM-TAUGHT, INTRODUCTORY SCIENCE COURSE FOR ELEMENTARY EDUCATION MAJORS

We team-teach “The Carbon Cycle,” one of two introductory science courses required for Elementary Education majors at WCU. The course enrolls 30 1st- and 2nd year-students in each of two sections each semester. The course focuses on connections between biology and geology in ecosystems, using a natural woodland and stream on campus as a field laboratory.

A student-selected, small-group project has been part of the course since its inception two years ago. Fall 2001 was the first time the project became the course centerpiece and students could choose any topic related to course content. Sample topics include: stream water chemistry and biodiversity in and around artificial leaf-packs; comparison of channel bar and floodplain ecosystems; re-design of an experiment on yeast respiration; and several experiments involving plant growth under differing conditions of light, soil type, nutrition levels, and water chemistry. Over four weeks, groups of 2-4 students designed and carried out investigations culminating in scientific posters. We prepared students during the weeks preceding the projects by a series of activities that familiarized them with equipment and analytical techniques as they learned course content. Each activity also emphasized one or two aspects of science, such as hypothesis formation and rationale, experimental design, or graphical presentation of data. Students reported high motivation and participation levels; the projects were the highlight of the course.

These students met one of our principal course goals to develop a rich understanding of the process of science. Three other goals are specific to elementary education majors. 1) We are connecting the course to PA Dept. of Education standards in science/environmental science. Pre- and post-course assessments ask students to report their level of readiness to teach standards-based content. 2) The conceptual framework of the WCU School of Education is “teacher as reflective practitioner.” Journals and other assignments ask students to reflect on their process of learning throughout the semester. 3) We help students use computer technology including Blackboard as an electronic support for the course, Excel for preparing tables and graphs, Worldwatcher software as a learning tool, and various websites for information retrieval.