A MODEL FOR COLLABORATION BETWEEN THE COLLEGE OF ARTS AND SCIENCES AND THE COLLEGE OF EDUCATION ON AN INTEGRATED SCIENCE COURSE FOR PRE-SERVICE TEACHERS

Students in the Early Childhood Education program at Georgia State University are required to complete integrated science courses for conceptual understanding across biology and geology (ISCI 2001) and chemistry and physics (ISCI 2002). The first course in the sequence has been collaboratively taught by faculty from the Department of Geosciences and the Department of Early Childhood Education for the last two years. The purpose of this course, set forth by the University System of Georgia, is to provide a fundamental understanding of concepts in earth and life sciences using an inquiry-based approach. Since 2011, both the curriculum sequence and instructional model have been modified at our institution from a traditional lecture lab course to an integrated content course that emphasizes small groups in-class activities. Class periods are used primarily for active learning with limited lecture introduction. Follow up discussions and homework are utilized for reinforcing concepts that are embedded in exploratory hands-on learning in class.

Topics covered in ISCI 2001 include the solar system, climate and weather, cells and biochemistry, classification schemes, plate boundaries, rock cycle, weathering, succession, energy and food webs, biomes, reproduction, genetics, deep time, and foundations for evolution. The sequence of concepts is designed to foster the development of connections between the life and earth sciences. End of semester subjects such as earth history, complexity of life, and habitats in Georgia allow for an integration of all previous material that enhances content understanding using an Earth System approach. Techniques derived out of collaborative planning and instruction offer students an opportunity to learn content in a pedagogical framework that serves as a model for best practices in methodology for their future work in elementary classrooms.

In-class surveys have been used to measure responses of students to the pedagogy. Intrinsic and extrinsic valuing of science related to personal life and career goals have been additionally examined through surveys conducted at the beginning and end of the course. Pre-service teachers responded positively toward the model of instruction and demonstrated an increased value for science.