Earth Science for Elementary Educators: Role in the Program

(Page Prepared for SERC by Sadredin C. Moosavi, Ph.D.)

A discussion of the design and implementation of a pre-service earth science content course directed at elementary educators NOT concentrating in science at [link http://cset.mnsu.edu/chemgeol/ 'Minnesota State University - Mankato'], created by Sadredin C. Moosavi, Ph.D.


A description of this course and its goals is available.

What Role Does this Course Play in Teacher Preparation?

This course introduces students to core concepts in Astronomy, Geology, Meteorology and Climatology. Students practice and model pedagogical techniques relevant to teaching earth and space science content in the K-8 classroom by:
  1. Engaging in Hands-On Scientific Inquiry of Observable Earth Science Phenomenon
  2. Examining Large Scale Examples of Scientific Inquiry Leading to Core Earth & Space Science Concepts
  3. Developing Lesson Plans for Earth Science Content
  4. Performing Classroom Demonstrations
  5. Providing Feedback & Assessment of Peer Demonstrations
  6. Experiencing Sample Field Trips in Each Subject Area
  7. Utilizing the Internet to Access Earth & Space Science Resources

How does the Course Address Each Role?

  1. Lab exercises in this course incorporate observation of basic principles before extrapolation to larger earth science concepts. For example, students examine the effects of salinity and temperature on density before modeling global thermohaline circulation and examining its possible role in creating ice ages. The exercises selected are specifically designed to model activities appropriate for K-8 classrooms.
  2. Students examine the development of a central theory in each of the disciplines. In astronomy the transition from the geocentric theory of Ptolemy to the heliocentric theory of Copernicus provides an example of scientific inquiry changing human understanding in the distant past. Alfred Wegener's theory of continental drift and its replacement by plate tectonics as modern technology increased science's ability to observe nature provides a more modern example of scientific inquiry seeking better explanations of natural phenomenon as more data becomes available. Various causes for glaciation and possible anthropogenic climate change are explored as an example of fundamental scientic understandings that are still under heavy debate.
  3. All students participate in a team in designing and implementing an earth or space science lesson with their peers.
  4. The classroom lessons are all required to include a hands-on demonstration appropriate for the age group of the target audience.
  5. Students act as participants in the lessons of their peers providing a live audience and feedback to the lesson designers.
  6. A sample field trip is provided to students in each of the fields covered in this course. All students visit the MSU weather lab for a presentation on weather forecasting through traditional instruments (as may exist at their school) to the most modern computer aided technologies. The pre-service teachers are shown how to blend simple hands-on weather data collection with information available on the internet to create viable weather forecasting abilities for their schools. For astronomy all students receive a tour and presentation of the Andreas Observatory on the MSU campus. The tour is conducted during the day to simulate the likely conditions under which they are likely to visit such a facility. Each student also takes part in a field trip to a local geologic site to explore aspects of the local geology. A significant aspect of this trip is focused on the logistical aspects of conducting a safe and content appropriate trip.
  7. The pre-service teachers examine prominent NASA web sites and the MSU weather lab as examples of the types of resources available to them over the internet.

How do Students Integrate Learning & Teaching?

Integration of learning and teaching occurs through the field trips, classroom lesson, kid questions and unit reports developed from the lab exercises. The large amount of content required for this course to meet certification standards by nature requires that students engage in significant learning outside of class.

In effect, lecture and lab time sets the stage and allows intial hands-on experimentation and data collection. The students must then integrate their learning and their insights on how to teach it largely on their own. For each lab and field trip the student begin with sample 'kid questions" to give the activity relevance and connection to the K-8 curriculum.

Within each unit report the pre-service teachers must synthesis the scientific content of the course by topic (astronomy, geology, meteorology) while examining the pedagogical methods they are exposed to during that unit. The major examples of scientific inquiry introduced at the beginning of the course are also examined to demonstrate the on-going nature of scientific inquiry in these areas. At the end of the semester, the kid questions form the basis of the final exam which assesses integration of learning over the course.

How does the Course Transition Pre-service Teachers into the Classroom?

This course attempts to transition pre-service teachers to the classroom by providing an opportunity to develop and present a content-relevant classroom lesson (Microsoft Word 29kB Aug22 05). While each student presents a single lesson in groups of 2, they are also participate in the lessons of their peers in the role of the students. Upon completion of each lesson the participants are asked to evaluate the lesson and presenters' effectiveness in meeting the needs of the target audience. In this fashion the each student observes or presents a dozen earth and space science lessons that can be translated into their future classrooms. The experience of giving and receiving feedback is usually new to these students causing significant anxiety. Post course feedback suggests that the students value the experience for the practical pedagogical insights they gain.

How is the Course Content Aligned with the National Science Education Standards?

The design of this course is inspired by the National Science Education Standards relating to Earth & Space Science, scientific inquiry and constructivist pedagogical principles. The time constraints on the course limit the depth to which the standards can be addressed.

How does the Course Meet Certification Requirements?

This course is required to obtain the K-8 elementary education teaching certificate in Minnesota unless the full science concentration is completed with courses including Earth & Space Systems which go into greater depth.

What Challenges have been Encountered in Teaching this Course? How have they been Resolved?

This course faces significant which impact its effectiveness and delivery to students.

  1. Insufficient Contact Time
  2. Large Class Sizes
  3. Scheduling Conflict with Clinical Experiences
  4. Poor Student Preparation
  5. Lack of Administrative Support