Course credit
3 credit hours
Course description
Resources, content background, and materials in elementary science with an emphasis on applications. Special attention to integrating theory and practice.
Delivery
This course is available in a web-based format, utilizing web pages and WebCT, a computer conferencing program. WebCT requires Internet access and a web browser — no additional software is required. Students may need access to someone who can assist with computer set-up.
Prerequisites
UNI students: junior standing
Instructor
Greg Stefanich, Professor
Evaluation
10 assignments, 1 thematic unit, 1 textbook evaluation, 1 exam
Overview
If we are to produce the world's best prepared high school graduates in science and mathematics by the end of this decade, our efforts must begin when students first start their educational experience, for it is early patterns of behavior which so often dictate future goals and aspirations. The emerging use of technology and increased attention to accountability are influencing science content and how science is being taught. Teaching strategies, technology integration, and assessment options are topics that are covered in this class.
Scientific knowledge is continually expanding and commonly held theories are being challenged. In order to become effective, productive citizens the youth of the nation need to become rational decision-makers and responsive to new technologies. In order to feel competent and confident they will need to be able to exercise control and not feel intimidated by change. Schools must assume a major responsibility.
In addition to having an assortment of pedagogical skills, it is important that teachers have a foundation of core knowledge about the science topics they teach. There is considerable evidence that many high school and university graduates in the United States have not developed this fundamental understanding across the science disciplines. One element of this course is to review the core knowledge associated with the grades 5-8 National Science Standards. Because technological advancements are occurring at such an accelerated rate, teachers must stay abreast of developments. More than ever before in history, it is essential that we become models for life-long learning. Teachers must assume a major role in the ongoing review and selection of science resources to augment the usual program, the adaptation of materials and instruction for greater student diversity, and participation in staff development programs for self-improvement. These topics are addressed as well.
Course Organization
The course is divided into 10 assignments, 1 thematic unit, 1 textbook evaluation, and a final examination. Each lesson incorporates two chapters from the required textbook. In general you should plan five to six hours per assignment and 15 to 20 hours for your thematic unit. All written assignments, your thematic unit and your textbook evaluation will be submitted via WebCT. your final examination will be taken as a proctored exam.
Written Assignments
The written assignments use two types of questions. The most frequent are those that ask you to review and discuss points in the reading. On these, you should be careful to formulate the answer in your own words, rather than just copying sentences from the textbook. Then it can prove to be a most valuable exercise in understanding the material. Other questions will ask you to interact with other materials and express your own opinion. A major goal of this, and of all college courses, is to develop informed opinions, including the ability to identify both strength and weaknesses thereof. Your response to each of the questions should usually be 50-100 words in length, in order to properly develop the points. It is very valuable to add examples and explanations to your responses, particularly those which ask for classroom application.
Graduate Students
In conformity with University policy, those who wish to take this course for graduate (rather than undergraduate) credit are provided additional work. Specifically, you will be required to respond to the additional questions on each of the nine assignments. This will normally require the application of concepts and ideas normally acquired through your experiences as a practicing or formerly practicing teacher.
Substitution
for
Non-teachers
If you are not presently teaching children you may make adaptations in the lessons to meet the needs of a specific situation. Sometimes it is possible to present the science experiences to your own children or to some of the children in your neighborhood. Questions that relate to your classroom can be answered on the basis of the classroom of children that you worked with during student teaching or in some other setting. You could also visit a classroom in your community several times and then answer the questions on the basis of that situation. When responding to questions related to personal experience, please indicate a grade or age level.
Course Objectives
Grading
When appropriate, comments will be written on each assignment in order to provide guidance for future assignments and to emphasize pertinent points. There will be one examination, the final examination. The final examination is drawn from the content of the assignments and includes both essay and multiple choice items. The written assignments will comprise 70% of final grade, Textbook Evaluation 5% of final grade, Thematic Unit 10% of final grade, and the Final Examination 15% of final grade.
Textbook(s)
Joseph M. Peters & Peter C. Gega. Science in Elementary Education, 9th Edition. Merrill Prentice-Hall, Inc. 2002.
Texts are available from www.bookfinder.com
University Book and Supply carries most books used in guided independent study.
To search for textbooks by course, click on "Select a Campus Term" and select Univ.Northern Iowa - Guided Independent Study
Visit the store at 1009 West 23rd Street, Cedar Falls, IA 50613
Phone: 319-266-7581 or 800-728-7581
Fax: 319-277-1266
E-mail: bookstore@panthersupply.com
To enroll
ONLINE
GIS enrollment information
IN PERSON
UNI Continuing and Distance Education
2637 Hudson Road (corner of 27th St. and Hudson Rd.)
Cedar Falls, IA 50614-0223
Campus map (Look for Building 31)
For more information
Cindy Klodt, Guided Independent Study
UNI Continuing and Distance Education
319-273-2123 or 800-772-1746
ContinuingEd@uni.edu