Science 210

Science 210

Integrative Science in the Outdoor Classroom

Integrative science is an effective and promising approach in science education for the reason that it emphasizes the “interconnectedness” of natural phenomena and the way that we, as scientists, investigate these phenomena individually and as a collective whole. This is a course in inquiry-based instructional methods and practices for teaching integrative science in the outdoor classroom.

Course Objectives

The objectives of this course are 1) to learn to teach science content (e.g., geology, botany, zoology, entomology, etc.) within context (i.e., the ecosystem of Echo Lake, near south Lake Tahoe); 2) to understand the use of different instructional approaches in integrative science (e.g., partner-based active learning groups, inquiry-based approaches to problem solving and critical thinking, etc.); 3) to develop course materials and lesson plans that integrate science content standards and/or literacy benchmarks; and 4) to test the effectiveness of these course materials and lesson plans.

Course Logistics

The course is presented in two parts. Part I consists of four 3-hour classes at San Jose State (June 21 and June 28; other two sessions are TBA). These classes are intended to introduce students to the pedagogy of inquiry-based science, and to familiarize students with the Youth in Science program which is run in conjunction with this class. (Youth in Science camp is a non-profit science education program for 5^th and 6^th grade children from low-income families living in urban communities who show scholarship and interest in science.)

Part II takes place in the Sierra Nevada during late June and early July. In 2001, we will be at Lake Sequoia in Kings Canyon. More detail will be published here as it becomes available!

Course Reading Materials (all distributed in class)

1. Lassen County "Outdoor Education Handbook."

2. State of California Science Content Standards Grades K-12 (pre-publication version).

3. Orion, N. and A. Hofstein, 1994. "Factors that Influence Learning during a Scientific Field Trip in a Natural Environment," Journal of Research in Science Teaching 31:1097-1119.

4. Kern, E.L. and J.R. Carpenter, 1986. "Effect of Field Activities on Student Learning," Journal of Geological Education, 34:180-183.

5. Brown, R.G. 1998. "Outdoor Learning Centers: Realistic Social Studies Experiences for K-6 students," The Social Studies 89:199-204.

Course Activities

1. Observation Notebooks. In preparation for developing a concept module (see (3) below), students will spend time with instructors who are teaching at the Youth in Science science camp. The instructors wii present at least 18 different 2-hour modules over the course of 9 days -- you should attend and observe at least 9 of them. For each module, you should note the following: 1) what is the module about? 2) how are activities inquiry-based? 3) how are activities partner-oriented and collaborative? and 4) how does the instruction map to the science content standards for 6th and 7th grades (alternatively, if you teach a different grade, you can address how the instruction could be modified to meet science content standards for the grade you teach). The idea of these observations is to expose you to new information from our expert instructors (!), and to give you plenty of inspiration for developing your own concept module (more below).

2. Orienteering Exercise. Orienteering provides students with experience in map reading and the use of a compass. It's probably one of the best collaborative, partner-based activities around. Students will participate with the Youth in Science kids in learning how to orienteer over the course of one three hour session at Echo Lake.

3. Integrative Science Concept Module. The primary objective of this course is the development of a concept module which you will test in the field at the science camp on the last day of instruction. Although you want spend some time thinking about topics and researching them before going to into the field, much of your inspiration and planning will come from what you see while at science camp. Once at Echo Lake, you will work throughout the week on this module to prepare for teaching it to a small group of 5th and 6th grade kids (between 10 and 15). Your module should be 1) inquiry-based; 2) promote active, collaborative learning; and 3) mapped in concrete way to science content standards for grades 6 and 7. After the module is tested in the field, students will return to the Bay Area and write up the module as a lesson plan. You should also include a discussion about how this module advances the goals of "informal" or "outdoor" education; include references and citations (to print articles and web sites) as appropriate. We will be posting your concept module lesson plans on the "Integrative Science in the Outdoor Classroom" website.

Instructors

Dr. Elizabeth McGee 408.924.5277

Duncan Hall 546 emcgee@email.sjsu.edu

Office Hours: TBA

Dr. Michael Sneary 408.924.4854

Duncan Hall 541 msneary@email.sjsu.edu

Office Hours: TBA

Dr. Rod Myatt 408.924.4838

Duncan Hall 335 rmyatt@email.sjsu.edu

Office Hours: TBA

Mr. Stan Vaughn 408.924.4878

Duncan Hall 236 sevaughn@email.sjsu.edu

Office Hours: TBA

Grading

Your grade will be based on the following:

Participation in Class Discussions (10%)

Observation Notebooks (35%)

Integrative Science Concept Module (55%)

There is no final exam in this class. University guidelines require a “serious and compelling reason” to drop a course. Grades alone do not constitute a reason to drop a class.