Narrative Explaining how Required Courses and/or Experiences
Fulfill the Standards for Program

Standard/Guideline

Secondary Minor

Secondary Major

Submit a narrative that explains how this program:

The Earth/space science majors and minors described in this application are closely and appropriately aligned to the content standards and benchmarks defined by the State Board of Education for the preparation of Earth/space science teachers.  The Michigan Curriculum Framework standards are used as a basis for instructional curriculum by our candidates.  Earth/space science is linked to all other science concepts including biology, chemistry, and physics, as frequently described in each of our courses.  In seeking relevant and interesting examples we often turn to applications of  principles from every science discipline.  Our secondary science methods course (TE443) is the capstone course in the preparation of science educators, and many of the key integrative and curriculum based standards find their place in our curriculum through this course

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Level of

Narrative Explaining how Required Courses and/or Experiences
Fulfill the Standards for Program

No.

Standard/Guideline

Proficiency

Secondary Minor

Secondary Major

Narrative Explaining how Required Courses and/or Experiences
Fulfill the Standards for Program

No.

Standard/Guideline

Secondary Minor

Secondary Major

2.0

apply mathematics, including statistics and precalculus, to investigations in the earth/space sciences and the analysis of data;

GE 121;

GE 122; (expand. object)

 GE315;

GE 218 (218 objectives); GE 318 (318 objectives)

MA207 Principles of Statistics

3.0

relate the concepts of the earth/space sciences to contemporary, historical, technological, and societal issues; in particular, relate concepts of earth/space science to current controversies, such as those around the use of energy, exploitation of resources, and global change, as well as other issues;

GE 121;

GE 122; (expand. object)

GE 121;

GE 122; (expand. object)

 GE 223 (223 objectives) GE315; GE 445 (445 exp. objectives)

4.0

locate resources, design and conduct inquiry-based open-ended investigations in the earth/space sciences, interpret findings, communicate results, and make judgments based on evidence;

All courses with a GE prefix are inquiry- and project based. Lab and lecture activities require literature review, independent and group investigation in lab and often in field, interpretation, and verbal and written communication

All courses with a GE prefix are inquiry- and project based. Lab and lecture activities require literature review, independent and group investigation in lab and often in field, interpretation, and verbal and written communication

Laboratory experiences, required in every course in the program, integrally incorporate learner investigations.  Laboratory experiences totaling over 330 hours are required in the major, and over 210 for the minor.  During this time students gain invaluable experience in the processes and procedures for implementing chemical based investigations.  Preparing teacher candidates to lead inquiry-based open-ended investigations begins with training university students in the concepts and skills of chemical analysis, and finds its fruition in the classroom experiences of the field experience and the discussions of TE443.  While many experiments assigned through the program are focused on specific learning outcomes they might be considered to not be inquiry based.  For example in Quantitative Analysis we teach specific analytical techniques including applications of gravimetric and volumetric analysis.  The students then use these techniques for the analysis of “real-world” samples, the outcome of such analysis is open-ended as the students work to learn about the purity or contamination levels of drinking water or river sediments.  The teacher candidate applies these principles in developing activities for their secondary classrooms.  The institution has led EPA funded grants with several local districts to assist the secondary students to become active in water quality monitoring of local streams.  Through these collaborative projects our faculty, and graduates-now-teachers, have worked to apply the techniques of the university classroom to the real-world contexts of the secondary student’s world.  TE443 discusses constructivist learning theory and its application to the classroom as discussed in Chiappetta.  See also our response to Standard 10.0.

Chapter 9  Learning in Middle Grades and Secondary Schools

Introduction

·         Cognitive Approaches and Strategies for Teaching Science in a Constructivist Manner

·         Assessing and Reviewing

·         Resources to Examine

·         References

5.0

construct new knowledge for themselves through research, reading and discussion, and reflect in an informed way on the role of science in human affairs;

All courses with a GE prefix are inquiry- and project based. Lab and lecture activities require literature review, independent and group investigation in lab and often in field, interpretation, and verbal and written communication

All courses with a GE prefix are inquiry- and project based. Lab and lecture activities require literature review, independent and group investigation in lab and often in field, interpretation, and verbal and written communication

6.0

understand and promote the maintenance of a safe science classroom as identified by the Council of State Science Supervisors, including the ethical and appropriate use of scientific equipment, and the safe storage, use, and disposal of materials;

TE443 Science Methods for Secondary Teachers

TE443

TE443 is the best and most relevant place to hold a discussion of the supervision of a safe science learning environment.  Laboratory safety is essential, and explicitly discussed in the CH115/116 syllabi, in all courses related to Earth/Space Science.  However the discussion in a university laboratory centers on university student safety, not on the implications for science activities performed in distant (both physically and conceptually) secondary classrooms.  In the science methods course we hold discussion regarding the Council of State Science Supervisors, illustrate reference sources such as Flinn Scientific Catalogs for laboratory/school safety, and we provide discipline specific information on laboratory safety, and practice laboratory safety inspections.  We have used several different science methods textbooks over time, but each has given special attention to this important matter in a separate chapter in the textbook on science safety.  The table of contents for Chiappetta’s book, referenced in the TE443 syllabus, has been provided for the reviewer’s reference.  The chapter on laboratory safety, given a week’s instructional time in our course, addresses the discipline specific safety needs for each field of study.  Teacher candidates prepare summaries of the textbook readings, and consistently relate their appreciation for the discipline specific discussion of safety topics.  For example, the handling of animals in a biology class, the handling and disposal of waste from chemistry, and the health hazards of some minerals in earth/space science classes.

We wish the reviewers to consider that not every web reference provided in our comprehensive secondary science methods textbook can be expected to also be present in the syllabus.  Further, it is not an explicit goal of every science course to specifically and explicitly address the teaching standards for pre-service teacher candidates.  Some outcomes, and their application into the secondary classroom, occur through the integration of pedagogical and content knowledge – a process which requires analytical synthesis and internalization of deep science knowledge in powerful learning environments associated with the field placements.  For example, electrical engineers may be concerned about the use of ground fault interrupt circuits, but that need not be an explicitly stated in the general chemistry syllabus – even if we do have and use them in our laboratories.  Nevertheless, we recognize the intent of the reviewers, and have added reference to the CSSS resources to all course syllabi.    Laboratory safety is the topic of Chiappetta’s 14^th chapter, which is discussed in TE443.

Chapter 14  Safety in the Laboratory and Classroom

·        Introduction

·        Safety and the Law

·        General Safety Responsibilities

·        Safety Goggles and Eye Protection

·        Specific Safety Guidelines for Biology

·        Specific Safety Guidelines for Chemistry

·        Safety in the Earth Science Laboratory

·        Safety Guidlines for Physics and Physical Science Laboratories

·        Radiation Safety

·        Safety Units for Students

·        Assessing and Reviewing

·        Resources to Examine

·        References

7.0

demonstrate competence in the practice of teaching as defined within the Entry-Level Standards for Michigan Teachers;

TE443 Science Methods for Secondary Teachers

TE443

8.0

create and maintain an educational environment in which conceptual understanding will occur for all science students;

TE443 Science Methods for Secondary Teachers

TE443

The syllabi for content area courses describe the content focused learning objectives and activities.  These courses are used by many major and minors.  There are generally no teacher-specific outcomes for teacher candidates identified in the syllabi, nor are there engineering- or biology- or criminalistics- or environmental health-specific outcomes explicit in the syllabi.  The content courses provide the foundation knowledge, and model learning activities focusing on the application of that knowledge.  The education courses bring the content together with the pedagogy, and through extensive pre-student teaching field experiences, and an extended student teaching internship, these are put into practice in the secondary classroom under the supervision and mentorship of a highly qualified practicing teacher.  The issues of diverse learners in science instruction is specifically and explicitly discussed in Chiappetta’s eighth chapter during TE443, the Secondary Science Methods course
 

Chapter 8  Diverse Adolescent Learners and Their Schools

·         Student Diversity

·         Equity in Science Education

·         Cultural and Linguistic Diversity

·         Gender-Inclusiveness

·         Exceptionalities

·         Adolescents' School Science Experience

·         Assessing and Reviewing

Resources to Examine

9.0

demonstrate competence in the practice of teaching through investigative experiences and by demonstrating the application of the scientific processes and in assessing student learning through multiple processes; and

TE443 Science Methods for Secondary Teachers

TE443

The curriculum covered by Earth/Space Science is an extensively laboratory based curriculum.  There is a required laboratory component for each course in the program.  These laboratories focus on investigative experiences and the application of the scientific process (evidenced by the laboratory activities described in each syllabus).    These laboratories have as their focus the university teaching individuals (teacher candidates, pre-professional students, pre-engineering students, pre-firefighters and others) through and about investigative scientific processes.  The teacher candidate then uses these skills and applies them in the context of their pre-service field experiences (90 hrs prior to student teaching, and generally two semesters of supervised student teaching under the direction of a highly qualified science educator).  Chiappetta’s 13^th chapter on laboratory work is discussed in TE443 where teacher candidates relate their experiences in the many chemistry laboratories to their new role as teacher and coordinator of student learning in laboratory.

Chapter 13  Laboratory and Field Work

·        What is Laboratory Work?

·        Preparing Students for Laboratory Experiences

·        Ensuring Successful Laboratory Experiences

·        Fieldwork

·        Assessing and Reviewing

·        Resources to Examine

·        References

10.0

develop an understanding and appreciation for the nature of scientific inquiry.

All courses with GE prefix; TE 443

All courses with GE prefix; TE 443