INTEGRATING AN INTRODUCTORY GEOLOGY COURSE AND A SCIENCE EDUCATION COURSE FOR K-8 PRE-SERVICE TEACHERS

A crisis, as identified by the National Academy of Sciences (2007), exists in our K-12 school systems related to the teaching of mathematics and science. This crisis is manifested by a shortage of qualified mathematics and science educators, low achievement scores in these areas, and lack of financial support. St. Norbert College (SNC), a small liberal arts college located in De Pere, Wisconsin is attempting to address this issue.

Science instruction for elementary and middle school students across the Unites States varies from district to district. In Wisconsin K-8 teachers are not required to take a physical science laboratory course for certification, leading to a systemic gap in science and science education preparation within the state. At SNC, most early and middle school teachers (who are not science minors) that graduate from St. Norbert College take only one science course with a laboratory component. Yet, most will teach science at some level to their students.

Our goal for these future educators is to instill basic scientific critical thinking skills but also a comfort level or even a passion for science. We strive to instill a “diligent curiosity” of science. To that end, we are synthesizing process and pedagogy for K-8 teachers by integrating two existing courses, Introduction to Geology GEOL 105, and Science Methods EDUC 285. The two courses (4-credits each) will become a year-long (8-credit course). A science class and an education class with integrated goals and outcomes will be team-taught by professors from the respective departments. A continuum of “learning earth science” and “how to teach earth science” will be the classroom focus. This same integration will occur in the laboratory portion. In addition to learning geologic skills and problem solving techniques, students will develop methods of how to teach these concepts. Finally, a model, four-day intensive field experience will be tested. We believe the field experience has a great potential to generate pre-service teacher interest in earth science, provide insight into the nature of science and the role of scientists; and has great potential for the recruitment of future earth science teachers or professional geologists. If it proves of significant value, the field experience will become a required component to the Education curriculum.