Inquiry and Connections in Integrated Science Content Course Fo Elementary Education Major

7/25/2019 Inquiry and Connections in Integrated Science Content Course Fo Elementary Education Major

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Inquiry

and

onnections

In Integrated Science

ontent oursesfor

Elementary Education Majoi

yMaria

Vrelas

RoyPlotnick Donald Wink

Qian Fan and

Yvonne

Harris

T

he 2000 National Survey of

Science and Mathematics Edu-

cation showed that elementary

teachers feel less qualified to

teach science than any of the other

subjects for which they are responsible,

and that on a typical day, over 30 % o f

K -4 students have

no

science instaiction

at all (Smith et ai. 2002). Recently, the

National Assessment of Educational

Progress (NAEP) data, often called the

Nation 's Report Card showed that

nearly two-thirds of Chicago fourth

graders who took NAEP las t year

failed to show a basic level ofscience

knowledge and skills (with Chicago's

fourth-grade science scores being the

worst among 10 big-city school dis-

tricLs), and by eighth grade, that figure

jumped to72%.Although w e are strong

believers that standardized test scores

tell only a small part ofthe story of

any education setting and its members,

these and many other data point toward

the importance of elementary-school

teacher education in science. In this

article, we share the concerted efTorts

of an interdisciplinary team ofscience

and education faculty at the Univer-

sity of Illinois at Chicago and several

Chicago-area community colleges in

developing and implementing a series

of four integrated science courses for

preservice elementary school teachers

(that are also open to other nonscience

majors). These courses foreground vari-

ousconnections (Branstbrd, Brown, and

Cock ing 1999) that we will illustrate as

we share representative aspects of these

courses providing examples of inquiry

in sciencecollegeclassesforelementary

school teachers.

We named three of the courses

W orld courses: the Physical World,

the Chemical World, and the Bio-

logical World. The use of the word

wo rld indica tes to s tudents the

relevance of science to the world

around them. Additionally, we have

purposely integrated all science dis-

ciplines in each of the courses. For

exam ple, the Physical World cou rse is

not only a physics cours e, but a course

that examines the world primari ly

wi th a physics lens . Furthermore ,

Earth and envi ronmenta l sc ience

concepts a re explored throughout

the three courses. The fourth course,

Project-Based Sem inar in the Natural

Sciences, serves as a capstone course,

taken after all World courses, or con-

currently with the last one. There,

students synthesize their knowledge

gained in the World courses by de-

signing, conducting, and presenting

their own research study that involves

data collection and analysis.

All four courses are based on

guiding principles taken from the rich

literature on constructivist teaching

and leaming of science developed in

recent decades, and their content and

pedago gy align with national and state

standards (National Academy of Sci-

ences 1997; NRC 1996. 1997). They

promote and cultivate a plethora of

connections and synergistic relation-

ships, and the integration of concepts

developed and used in the various sci-

ence disciplines. Students are involved

in much more than the tradi t ional

lecture/ lab cycle that often leaves

teacher candidates behind. There is a

rich blend of class discussions, field

experiences , l abora tory ac t ivi t

long-term projects, in-class activit

and lectures. Driving questions

pay attention to not only science c

tent, but also the nature ofthe socioc

tural practice ofscience are used a

guide to organize the cou rses. Stud

reflection is cons tantly en courag

as a tool for understanding studen

own knowledge construction. Asse

ment is included as an integral p

of instruction and multiple (exts

audio-visual material are used.

Below, we describe each cou

and elaborate on a part icular pr

ciple, sharing representative ex amp

of how this principle is enacted

that course (keep in mind that

principles are enacted in all course

We also note that these courses ha

been enriched from conversa t io

with faculty who have designed a

i mpl ement ed sc i ence course s

elementary education majors at

University of Michigan at Dearbo

(Luera and Otto 2005).

The Physical W orld

In each course, attention is directed

the nature ofscience itself sa way

knowing and thinking; as a profess

and enterprise interacting with a

within society; and to systems theo

and its applications in science. Resea

indicates that student undei-standing

content should be accompanied w

fundamental understanding ofthe

ture ofthe discipline and the variety

methods that produce know ledge in t

particular field (Gabel 1999; Lederm

and Abd-EI-Khalick 1998; Schw

1978;

Spencer 1999). T hus, The Phy


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cal World course starts with a unit called

Ihc Enterprise of Science: How Do We

Know? that explores the concept of

theories and modelsinscience, and con-

tinues with fourmore

units:

How o We

Sense the Universe?; How Do Things

Move?; How Far and How Big?; and

How (^Id Are Things? Past and Euture

ofthe Earth and Universe.

Eurthermore, we use driving ques-

tions to help students developanoverall

structure that can support their develop-

ment of specific concepts, processes,

and skills. These questions also help

students construct and appreciate con-

nections among the various science

disciplines- allowing them to explore

how physics, chemistry, biology, and

Earth or space science are intercon-

nected end eavors. Exam ples of driving

questions used in The Physical World

course ap pear in Table 1.

To further promote connection-

making and meaningful leaming, the

labs become sites where concepts and

processes are explored and developed.

The Earth s H eat-Budget http:

//nagt.org/nagt/programs/teaching

materials/9266.html) is a hands-on

investigation that offers students op-

portunities to construct understandings

about the Earth s climate. This labora-

tory integrates the physics concepts of

heat and light; the astronom ical concepts

of seasons and eccentricity ofthe Earth s

orbit; and the Earth-science conce pts of

the polc-to-equator temperature gradi-

ent, the role of albedo, and differences

in heat capacity between con tinents and

FIGURE 1

Students measure incident radiation at differen t distances and angles.

oceans. T he investigationisdivided into

three sections. Eirst, students examine

the effect of distance and angle on the

radiation received on the globe, using

simple apparatus. They prediet and

calculate the change of radiation with

distance and, as a result, explore the

inverse-square law (Eigure 1). They

also determine the role ofthe angle of

incidence on radiative heating of the

Earth. Second, they measure the effect

of ditTerent albedos on heating of a

surface by comparing white and black

surfaces (Eigure 2). Third, they deter-

mine the relative heat capacities of w ater

and sand, and explore implications for

regional climates (Eigure 3).

The Chemical Wo rld

Assessment is an integral part of in-

struction in these courses, consisting

of a well-balanced system of tools that

can reveal and strengthen students

scientific knowledge and dispositions

toward science. Student understand-

ing is assessed both in a summative

way and in an ongoing, formative

way so as to guide instruction and

enhance student leaming. The assess-

ment system includes a variety of oral,

written, and multimedia opportunities

so that studen ts various intelligences

can be tapped (Armstrong 2000; An-

gelo and Cross 1993; Lopez-Reyna

and Bay 199 7; Nic oll , Eranc isco,

TABLE 1

Examples of dri ving questions used in the Physical Wo rld.

How d o we sense the universe?

Whatcauses landslides?

Wh.ir m akes ihe oceansand atmospheres move?

What drives the movement ofthe continents?

Wli.il i)o thi. flows of rivers and blood have in common?

What makes motors turn?

What is the size of th e Earth, solar

system,

and universe?

Waves, soun d, hearing, light, vision , optics

Mass,force, acceleration,friction,gravity

Heat, energy, Coriolis effect, tides, phases of th e mo on

Plate tectonics, c onvection, conduction

Fluid dynamics

Electricity, magnetism

Cosmic distance ladder


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FIGURE 2

Lab setup for comp aring heat

absorp tion by different surfaces

FIGURE 3

Students measure the relativeheat capacities of water and sand

and Nakh leh 20 01 ; Sla ter 199

Assessment opportunities arc spr

kled throughout the Chemical Wo

course, which starts with a unit

Sociology ofScience that is follow

by three other units: The Chemis

of Life, Chemical Composition a

Change, and Chemistry and Socie

Assessment emphasizes conn

tions and understanding, and inclu

various tbrms in The Chemical Wo

course: an introductory essay wh

students discuss their histories

learners of sc ience , jour nals (a

p rox ima te ly b iw eek ly ) , un i t a

final exams, lab reports, an assign

topic-focused project (e.g.. nutriti

weathering), a portfolio, and a b

them e project. The jour nals ha

four sections: (1) discussion of w

is known about a topic discussed

class; (2) connections between t

concept(s) discussed in current jo

nal and everyday life; (3) discussi

of a topic of interest to studentt

individual's big them e project

the course; and (4) an indication

concepts or skills that are unclear

the student. Connection making

the student journals comes in va

ous wayssome more subtle, so

more articulate, and some stretchi

students' thinking more than other

To help students develop co

nections further, think scientifical

and use scientific kn owledge to m a

decisions in their everyday life

ind iv iduals and as mem bers of

society and of the world, the cours

include exam questions that requ

integration and application of vario

topics. Examples of such questio

from The Chemical World inclu

the following:

Tf human s could metabolize pr

pane,

would it be a better sou

o f ene rgy than ca rboh yd ra t e

Explain.

Can geologic minerals be the sam

as the minerals in food? Explain

A lawn sign reads : Th is lawn

chemical free, safe tor childr

and groundw ater. Com men t

the accuracy of this statement.

Dem onstrate your understandi


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Inquiry and onnections in Integrated Science

FIGURE 4

Chalk in egg tempera p ainting

created byastudent who used her

big-theme projectin TheChemi-

cal World to learn about manufac-

turin g paints for her own use.

FIGURE 5

Grou p A's arsfacility. Althou ghcycles are

sbown,

the group did not show how

cycles are connected a nd areusedt o drive o r fuel othe r cycles. Waste products, such

ascarbon dioxide and beat,arenot considered and nutrie ntcycles areabsent.

of the relationship between atoms

and ionic bonds.

Draw a representation of a chem i-

cal change in the product box

below, given the reactants drawn

in the reactants box.

Completetheconcept map by adding

statements that link the concepts.

Develop a concept map using the

following concepts: atom, poly-

mer, bond, vitamin, protein, nylon,

co mp o u n d , ch emica l reac t i o n ,

electrons, polar.

Primo Levi 's essay Carbon was

about the changes that occur to an

atom of carbon over time. Most of

Ihe time, the carbon was locked

up in the mineral limestone. Why

did the atom spend so much time

in a mineral com pared to the time

it spent in living things?

norder to allow students to show their

mastery of. and interest in, certain

topics in a difierent w ay, the exam s in

The Chemical World include 200-300

word essays on any three of a list of

topics: periodicity; common bonding

patterns; acids and bases; proteins,

carbohydrates, fats; bonding; human

impact on ecosystems; stoichiometry;

element cycles; rocks and minerals;

and stmcture (form) and function of

molecules {link with metabolism).

in the semester-long, big-them e

project and in dialogue with the in-

structor (largely through journals and

portfolios), students explore ways in

which knowledge of chemistry may

help them understand something of

interest to them. Projects tailored to

students ' identi t ies are potential ly

critieal in overcom ing their alienation

from science. As an example, one

student used the big- them e project

to emphasize her strong sem i-profes-

sional interest in painting. Her project

included creating a painting, making

her own tempera paints, and explor-

ing the chemistry behind the various

materials that a painter uses: the pig-

ment, the binder, and the substrate.

She learned how the binder converts

from a fluid to a hard surface, either

by drying or by oxidation. She then

used chalk in egg temp era as a way of

economically producing paints on her

own that she finally used in a paint-

ing she created (Figure 4). In one part

of her final exam she referred to this

projeet: I can apply chemistry in my

life in many ways. I'm an artist and

participating in the 'big theme proj-

ect, I was able to learn that my paints

contain a lot of chemistry.

The Biological World

All courses focus on student under-

standing and students* own construc-

tion of knowledge. T he courses attempt

to strike a balance between attention

to basic and key disciplinary concepts

of the fundamental sciences (physics,

chem istry, biology, and Earth and space

science) and presentation of science

in an exploratory, inquiry-oriented

way of finding out about the world.

Relating scientific kno wledge to other

knowledge and everyday experiences

allows students to construct meaning-

ful understandings (Bretz 2001; NRC

1996; Newmann and Associates 1996;

Stark and Lattuca 1997). In the Biologi-

cal World course, these connections are

nurtured throughout the course, which

starts with a unit on Systems and the

Movement of Matter, Energy, and

Information, and continues with the

following units: Cells and Org anism s;

Unity Within Diversity of Life; Inheri-

tance and Genetics; and Evolution.

Collaborative projects afiord stu-

dents experiences to engage in con-


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sensus building and communication of

data and claims as they attempt to solve

problems. In the Human Exploration,

Development of Space (NASA), and

Colonization of M ars project, students

are asked to design a facility on Mars

that will sustain 50 w omen and 50 men

indefinitely. As students engage in this

project, they use concepts, principles,

and facts explored in class related to

basic chemistry, ceil stnicture. cell me-

tabolism, and energy utilization.

Together with student initiative

and engagement, instructors need to

facilitate the scaffolding and shap ing of

students' exploration of ideas, concepts,

and experiences (Becker and Vrelas

1995;Driver et

al.

1994; Farreli,Moog,

and Spencer 1999)

so

that stude nts' own

spontaneous concepts come together

with the established, more elaborate

scientific concepts of the different dis-

ciplines (Vygotsky 1978. 1987). Thus,

for this project, students are g iven a set

of guidelines and a number of energy

sources and they must

research all energy sources;

discuss pros and cons and decide

upon one energy source;

define the pro blem s associated

with the energy source;

brainstorm solutions;

figure out wh at must be done to

reach those solutions;

design a facility and dem ons trate

how the energy will support the

facility and the 100 colonists;

agree on the goals and objectives

of the design;

di scus s pros and cons of the i r

des ign;

adjust, com prom ise, and fine-tune

the agreed upon idea/solution so

that all group mem bers are satisfied

with the result.

Using PowerPoint and specific

guidel ines, student groups present

their projects to students of other

biology classes and to a panel of 3-5

other faculty, and they all evaluate

the projects and presentations based

on rubrics that capture the quality

of the oral presentation, the science

and scientific processes used, and

t he PowerPoi n t p re sen t a t i on . Of

particular interest are the designs of

the facilities that students conceive

of, and the use of arrows to capture

matter and energy flow (Figures an d

6) .The understanding that systems are

Group B s Mars facility. Although there are coupling cycles, this design does not

sbow adeep understanding of cycles. ce iscollected and melted into water and

stored inawater tank. Water,electricity,and ox ygen flow in one direction.

cyclical, and are either closed s

sustaining) or open (input/outp

is not always evident in studen

designs . Students who unders ta

the important differences betwe

c l osed and open sys t ems de s i

c losed-sys tem fac i l i t i es where

systems are cyclical. Those who

not understand seem to think thai o

certain elements of the facility

cyclical, such as water or electro

However , a t t imes , even s tude

who design their facility as a clos

system struggle with the idea t

the closed system must include

100 colonists. Thus, their diseussi

of nutrient and energy How throu

the colonists may be disconnect

from the matter and energy flow

the facility. This gives the class

opportunity to discuss and devel

these connections further.

Project-Based Seminar in th

Na tural Sciences

As a capstone course, the seminar giv

students the oppo rtunity to pull toget

er their knowledge and understandin

from the World cours es and apply the

in novel and creative ways in order

engage in a scientific research proje

from beginning to end as the instru

tors (a scientist and a science ed ucato

guide them through. In one iterati

of the seminar, the instructors use t

Enlighten Maryland Light Polluti

project as an opportunity lo mod

for students the kind of quest ion

issues, ideas, ski l ls , problems, an

consid erations that students need to

addressing in their projects. Throug

out the seminar, students discuss a

think about variables, relationship

measurements, error, accuracy a

precision, data representat ion, an

analysis techniques, and they expe

ence firsthand with their own designe

and executed projects the messine

nonlinearity. complexity, and consta

reshaping of scientific research as th

collaborate with their group m ember

develop a research prop osal, offer pe

review, give praetice talks of the

research, and finally submit a pap

and make their formal presentation

their study.


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Inquiry and Connections in Integrated Science

FIGURE 7

On e group's con cept ma p on Bryson's cha pter Gettin g the Lead Out.

Topics that student groups have

studied include mold formation in

organic vs . non-organic produce ,

teeth staining, noncom mercial agents

forcleaningstains, soil quality, water

quality, ozon e pollution, air pollution,

exercise, water cleaning, tooth decay,

effect of sound on glass, and stability

of vitamin C in orange juice.

In this seminar, the nature of

scientillc practice, including ethical

considerations, along with epistemo-

logical. ontological. soc ial, political,

cultural, and anthropological issues.

are not only addressed in the context

of the projects that students choose

and conduct, but also in the context

of the many vignettes of scientific

practice that Bill Bryson (2003) dis-

cusses in his book A Short History of

Nearly Everything, the book used in

the seminar To engage with the book,

we use approaches that model for

teacher candidates sound instructional

practices that they could use

w

ith their

own students. Figures 7 and 8 show

examples of two diferenl types of

artifacts (concept map and sketch-

to-stretch) that were produced and

presented by student g roups as part of

the discussion on Bryson's chapters.

What students think about

the courses

Classroom communities are dynamic,

complex systems of people who con-

stantly negotiate knowledge , behaviors,

attitudes, and actions. They come to

these comm unities with a variety of ex-

periences a s studenLs or teachers, experi-

ences that shape their expectations lor

the current

classes.

Students understand

nomis andwayso f beinginthese classes

in the light of these expectations and of

the ways these new comm unities unfold

and evolve overtim e.Aswe tried to cap-

ture and understand the ways in which

students experienced these courses, we

identified various strengths students

see in these course s, along with va rious

tensions and challenges.

Students noticed various instruc-

tional tools we use in these courses

(e.g., jour nals, concept m aps, group

work, and projects) and how they

facilitated meaning and connection

making. However, some perceived

the same and other course features

as challenging for various reasons.

Som e saw projects as just another

assignm ent instead of a way to pull

multiple ideas together, and others

struggled with journalingbecause

it was hard to express connections,

or they thought it was for those who

could not do well in exams, or it had

unclear grading and purpose.

Furthermore, although these are

content and not method s courses,

students (preservice teachers) noticed

the particular curricular. instructional,

and assessment features and m ade con-

nections with their own future teac hing

practices. However, what was also in-

terestingisthat although the instructors

strived for greater student involvement

and responsibility in these courses,

some students still saw the teacher as

the primary contributortostudent leam -

ing both when they identitled positive

elements (e.g.. [the teacherwas]good

at explaining weU ) and when they

identitled problematic aspects (e.g.,

'[she was] supposed to wrap up things

for students ). Such comments m ake us

ponder the delicate balances we need

to reach in courses that aim at making

students active and integral participants

in teaching and lcam ing.

Acknowledgments

77ii project has been supported by a

National Science Foundation NSF)

Collaborative or Excellence in Teach-


7/9

Three groups sketch -to-stretch artifacts on Bryson s chap ter T he

Ear tb Moves.

3.


8/9

Inquiry nd onnections in Integrated Science

an NSF Course. Curriculum,

-031624: and by the Univer-

College of Liberal Arts and

Instruction, and

eacher

Development.

The ideas, data, statements, views, and

recommendations presented

are

solely

ihe responsibilities of the authors and

do not neces.\arily reflect the views of

the NSF and the other funding enti-

ties. In addition to the authors, the

Integrated Science Content Courses

eamincludes Ma r}'Ashley (University

of Illinois at C hicago). Julie Ellefson-

Kuelm (Harper Community College.

Palatine),

Dennis Lehman (Harold

Washington Com munity College,

Chicago).

Marlynne Nishimura (Uni-

versity of Illinois at Chicago), Dana

Peny (Hamid

Washington

Comm unity

College. Chicago). Sanghamitra Saha

(Harold Washington Community Col-

lege. Chicago). StacyWenzel(Univer-

sity of Illinois at Chicago), and David

Zoller (Olive Harvey Com munity

College. Chicago).

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Maria Vrelas

[email protected]) is a

professor ofscienceeducotior in the Depart-

ment of Curriculum and Instruction at the

University

of Illinois at

Chicago.

RoyPlotnkk

is aprofessor in the Department of Earth and

Environmental

ciences

at the University of

Illinois at Chicago. onald Winkisa profes-

sor in the Depa rtment of Chemistry at the

University of Illinois at Chicago.Qian Fanis

a doctoral can didate in the Departm ent of

Curriculum and Instruction at the University

of Illinois at Chicago. Yvonne Harris is a

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