Redesigning General Education Science for PreService Teachers Part
- Slides: 7
Re-designing General Education Science for Pre-Service Teachers Part II: In class and in the community Kevin Giovanetti, Mary Handley, Cindy Klevickis, Taz Daughtrey, Steven Fairchild, & Bob Kolvoord James Madison University
q. Friday Activities: Engagement, Hands-on, Evaluation q. Student Experts: Depth q. Relationship: professional q. Abstract Notions: Science Thinking q. Note taking: Translating q. Connection: Linking knowledge to content q. Student Liaison: q. Standard: q. Book, Homework, Quizzes to motivate pre-class reading, Comprehensive Final
Friday Activities • Break class into groups • Each group chooses a topic (chapter) • Students Experts: especially responsible for this material • Prepare a 2 -hour class: Students work with professor outside the classroom to prepare lesson and evaluation. They are required to identify and teach some “deep” material. • Material available: instrumentation, handout suggestions • Format: Open
Title Motion (Instructor) Simple Machines Chap. 2 3&4 Summary Skill Motion detector & Computer game Relationship between graphs (x, v) Pulleys, Block and Tackle, Inclined plane Adding force vectors Sound 6 Computer and Microphone Doppler effect calculation Sound 6 Fourier Decomposition (web demos) Presentation only Electricity 7 Circuits, magnets, Vander Graf Voltage distribution in simple circuit. Light 1 8 lasers and blocks Light 2 8 Lenses, eye Explain reflection in a mirror. Convex lens ray tracing Water 13 Solutions, electrolytes, acids/bases indicators Calculate solution concentration.
ABSTRACT NOTIONS What helps develop the skills to be a good scientist ? Can we improve education by encouraging young students to probe certain types of questions ? The class has a few discussions on topics that provide mental exercise and are perhaps important during early education to create the scientific thinker. .
Is Space Continuous? Complicated discussion that involves: • Definition of terms • Ideas developed previously (Many opinions) • Results that require impossible algorithm completion • Do not have a known answer • Relate to many of the fundamental concepts in science
Connections: Problems that can be solved by linking a sound working knowledge with a science concept. EXAMPLE == Vector addition and giving directions. Goal is to learn how to add vectors by translating a force problem into a problem of giving directions.
