Using InTeGrate in Courses for Future Teachers

Scott Linneman: Using Exploring Geoscience Methods with Secondary Education Students in Methods in Secondary Education for Science Teachers at Western Washington University
This one quarter, 5-credit course is for pre-service secondary science teachers. It includes the study of literature, curriculum, and teaching strategies in life, Earth, and physical sciences for grades 4-12. Students also participate in peer teaching and school observations. Prerequisites include admission to the secondary teaching program and a major or concentration in natural sciences; one course as an introduction to secondary education; and one course as an introduction to science education.

Jeff Thomas: Using Exploring Geoscience Methods with Secondary Education Students in the History and Nature of Science at Central Connecticut State University
During the first five weeks of the course, students are introduced to the history and nature of science, the methods of science, and crosscutting science concepts (e.g. patterns, systems). This includes theoretical constructs (e.g. readings about inductive and deductive scientific reasoning) as well as applications for the secondary science classroom (e.g. doing inquiry-based activities). During the second five weeks, students implement an inquiry-based activity based on a major scientific discovery that incorporates the nature and methods of science. Students also create a formal presentation about this discovery (e.g. history of the discovery, methods utilized by scientists), as well as the impact of this discovery on society.

James Ebert: Using Exploring Geoscience Methods with Secondary Education Students in ESCI 315: Laboratory Techniques in Earth Science at SUNY Oneonta
Instructor story page detailing James Ebert's implementation of the InTeGrate module *Exploring Geoscience Methods* in an Earth science laboratory course for pre-service secondary teachers, emphasizing inquiry-based learning, systems thinking, and societal issues in geoscience education.

Julie Monet: Using Interactions between Water, Earth's Surface & Human Activity in Concepts in Earth & Space Science
Instructor story page detailing Julie Monet's implementation of the InTeGrate module *Interactions between Water, Earth’s Surface, and Human Activity* in a 300-level geology course for pre-service elementary teachers, emphasizing systems thinking, local relevance, NGSS alignment, and student engagement through inquiry-based learning and societal issues integration.

Susan DeBari: Using Interactions between Water, Earth's Surface, and Human Activity in Geology and Everyday Thinking (GET) at Western Washington University
Instructor story page detailing Susan DeBari's implementation of the InTeGrate module *Interactions between Water, Earth’s Surface, and Human Activity* in her constructivist, activity-based geology course (GET) for pre-service elementary teachers at Western Washington University, emphasizing student engagement, hydrologic and fluvial processes, and integration with prior knowledge of plate tectonics and the rock cycle.

Kyle Gray: Using Interactions between Water, Earth's Surface, and Human Activity in Investigations into Earth and Space Science
Instructor story page detailing Kyle Gray's implementation of the "Interactions between Water, Earth’s Surface, and Human Activity" module in a pre-service teacher geology course, emphasizing inquiry-based learning, stream table and Google Earth activities, and student engagement in understanding hydrologic and fluvial processes.

Jennifer Dechaine: Using Soils, Systems, and Society at Central Washington University
Instructor story page detailing Jennifer Dechaine's implementation of the InTeGrate module "Soils, Systems, and Society" in a science methods course for pre-service K–8 teachers at a regional comprehensive university, emphasizing systems thinking, interdisciplinary societal issues, and adaptation of teaching materials for elementary education.

Rodger Hauge: Using Soils and Society at Eastern Washington University
Instructor story page detailing Rodger Hauge's implementation of the "Soils, Systems, and Society" InTeGrate module in a pre-service elementary teacher education course at Eastern Washington University, emphasizing inquiry-based learning, systems thinking, and the integration of societal issues into science instruction.

Kathryn Baldwin: Using Soils and Society at Eastern Washington University
Instructor story page detailing Kathryn Baldwin's implementation of the "Soils, Systems, and Society" InTeGrate module in a science and social studies methods course for pre-service K–8 teachers at Eastern Washington University, emphasizing interdisciplinary integration, student engagement, and alignment with NGSS and state standards.

Rebecca Teed: Using Changing Biosphere in Concepts in Earth Science for Middle-Childhood Educators II at Wright State University-Main Campus
Rebecca Teed, Wright State University-Main Campus
Earth Systems for Pre-service Science Teachers My students are preparing to teach science themselves, and are expected to learn through inquiry. This course is intended to address a number of major themes in middle-grades science standards, and to emphasize approaches and topics that are especially challenging, like systems thinking and Earth history. This module offers an important hook for Earth history: the current mass extinction resulting from multiple modern ecological crises including climate change, invasive species, and habitat destruction. Systems thinking is vital to understanding the chains of cause and effect that drive both ancient and modern mass extinctions. My students were very interested in the similarities between ancient and modern disasters.