Required texts/materials

Honesty Policy
This course will abide by the Gustavus Adolphus Honor Code. Ethical behavior is a must for teachers. Plagiarism will not be tolerated. Please review this web site for an overview of plagiarism.

Goals and Purpose of EDU 371 

The co-constructed (teacher candidates and instructor) goals for the science methods are:

• We hope to learn and feel comfortable using a variety of methods of teaching science: including: inquiry, discovery, experimentation,  student centered, and modeling methods.
• We hope to develop a vision of science that is developmentally appropriate at various elementary grade levels.
• We hope to learn how to integrate science with other subject areas, including but not limited to reading, mathematics, and social studies. 
• We hope to learn to build lesson plans in science that are intentional and inspire passion with our students.
• We hope to learn to understand how to make science applicable to the real world.
• We hope to learn how to acquire materials and how they can be used in teaching
• We hope to learn how the Minnesota Academic Standards (MAS) and other national documents can create a vision for learning science in the elementary school.
• We hope to learn together methods that teach ALL students to learn in science.
• We hope to learn how to address safety and handling of materials with elementary students.

Course Requirements

Department of Education Conceptual Framework

Philosophy
The conceptual framework is grounded in a belief that learning is largely constructivist, that is, the learner constructs knowledge based upon background knowledge, cultural frames of reference, experience, instructional influences, and reflective processes. Action, performance, or experience is then central to learning [and teaching]. These beliefs are founded in Dewey (1938) [a cycle of impulse, observation, knowledge, judgment, and purpose] and Kolb (1984) [a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation].

Knowledge Base
To simplify and focus the work of the education department, the conceptual framework is communicated in a three-part cycle of learning -- knowledge > experience > reflection. This course will model the three part cycle of learning through a development of knowledge of science teaching methods that promote learning of all students, through experience in teaching science to peers and students in the practicum classroom and through reflection of learning in daily classes. Lesson plans, reflections before and after teaching and Developing as a Teacher of Inquiry (Inspiration assignment) all emulate the three part cycle of learning.

Evaluation and Assignments

Standards

Board of Teaching Standards of Effective Practice

Link here to find out how specifically the Minnesota Board of Teaching (BOT) Standards of Effective Practice are embedded in EDU 371: Science Methods and Materials. For a list of all BOTs and Indicators, click here.