Bringing Inquiry to the Bringing Inquiry to the College Science Classroom: College Science Classroom:

Science Classes for Pre-Science Classes for Pre-Service TeachersService Teachers

Barbara A. Gage and Patricia A. BasiliBarbara A. Gage and Patricia A. BasiliPrince George’s Community CollegePrince George’s Community College

NSTA 2002 Eastern Regional ConventionNSTA 2002 Eastern Regional ConventionLouisville, KY October 25, 2002Louisville, KY October 25, 2002

Why Inquiry?Why Inquiry?

• Integral part of the nature of scienceIntegral part of the nature of science• Gives students an experiential base Gives students an experiential base

for understanding concepts for understanding concepts • Develops better reasoning skills and Develops better reasoning skills and

richer conceptual understanding in richer conceptual understanding in studentsstudents

Why Inquiry?Why Inquiry?

• Provides meaningful Provides meaningful opportunities for opportunities for cooperation and cooperation and collaboration with collaboration with peerspeers

• Students report that Students report that they feel excited and they feel excited and more confident when more confident when they “discover” for they “discover” for themselvesthemselves

Why Inquiry for Pre-Service Why Inquiry for Pre-Service Teachers?Teachers?

•National Science Education National Science Education Teaching Standard A: Teaching Standard A: Teachers Teachers of science plan an inquiry-of science plan an inquiry-based science program for based science program for their studentstheir students

Why Inquiry for Pre-Service Why Inquiry for Pre-Service Teachers?Teachers?

•National Science Education National Science Education Professional Development Professional Development Standard A: Standard A: Professional Professional Development for teachers of Development for teachers of science requires learning science requires learning essential science content through essential science content through the perspectives and methods of the perspectives and methods of inquiry.inquiry.

Why Inquiry for Pre-Service Why Inquiry for Pre-Service Teachers?Teachers?

• National Council for Accreditation National Council for Accreditation of Teacher Education (NCATE) of Teacher Education (NCATE) Standard: Standard: Candidates know, Candidates know, understand, and use the understand, and use the fundamental concepts in subject fundamental concepts in subject matter of science…and the inquiry matter of science…and the inquiry processes used in the discovery of processes used in the discovery of new knowledge to build a base for new knowledge to build a base for scientific literacy.scientific literacy.

How?How?

• Start with a question, problem or Start with a question, problem or discrepant event that addresses the discrepant event that addresses the concepts to be covered rather than concepts to be covered rather than teaching the concept through lectureteaching the concept through lecture

• Have students engage in an guided-Have students engage in an guided-inquiry activity based on those concepts inquiry activity based on those concepts

• Give explanations when students have Give explanations when students have finished exploring or along the way as finished exploring or along the way as neededneeded

Inquiry Courses at PGCCInquiry Courses at PGCC

• PSC 120 Exploring Chemistry and PSC 120 Exploring Chemistry and Physics Concepts…4 credits…5 Physics Concepts…4 credits…5 contact hours/weekcontact hours/week

• PSC 121 Exploring Earth and Space PSC 121 Exploring Earth and Space Science Concepts…4 credits…5 Science Concepts…4 credits…5 contact hours/weekcontact hours/week

• BIO 101 General Biology…4 credits…BIO 101 General Biology…4 credits…6 contact hours/week6 contact hours/week

PSC 120 Chemistry/PhysicsPSC 120 Chemistry/Physics• Nature of scienceNature of science• MeasurementMeasurement• MotionMotion• Simple machinesSimple machines• Heat/temperatureHeat/temperature• SoundSound• Light and colorLight and color• Refraction and Refraction and

reflectionreflection• MagnetismMagnetism• Currents and circuitsCurrents and circuits• Insulators and Insulators and

conductorsconductors

• Electrical nature of Electrical nature of atomsatoms

• Static electricityStatic electricity• Characteristics of Characteristics of

mattermatter• Types of matterTypes of matter• DensityDensity• Physical separationsPhysical separations• Chemical changesChemical changes• Physical states of Physical states of

mattermatter• Changes in stateChanges in state• Acids and basesAcids and bases

PSC 121 Earth/SpacePSC 121 Earth/Space• Nature of science and Nature of science and

inquiryinquiry• Rocks and mineralsRocks and minerals• Weathering and Weathering and

erosionerosion• Simple hydrologySimple hydrology• Landform mappingLandform mapping• Comparative surface Comparative surface

planetologyplanetology• Coordinate systemsCoordinate systems• Topographic mapsTopographic maps• WatershedsWatersheds• Rock recordRock record

• Plate tectonicsPlate tectonics• Fossils and geologic Fossils and geologic

timetime• Earth-Moon-Sun system Earth-Moon-Sun system

(seasons, phases, tides)(seasons, phases, tides)• Basic spectroscopy and Basic spectroscopy and

star colorsstar colors• Star charts and Star charts and

planetariaplanetaria• Our atmosphereOur atmosphere• Weather and predictionWeather and prediction• Ocean and coastal Ocean and coastal

systemssystems

Support MaterialsSupport Materials

• Guided-Inquiry Activity Manuals Guided-Inquiry Activity Manuals written by PGCC faculty (all three written by PGCC faculty (all three courses)courses)

• Conceptual Physical ScienceConceptual Physical Science (PSC (PSC 120-121) as a textbook120-121) as a textbook

• Lab materials that are easily Lab materials that are easily purchased, and inexpensive purchased, and inexpensive whenever possiblewhenever possible

AssessmentAssessment

• Quizzes/exams on content Quizzes/exams on content which emphasize which emphasize understanding rather than understanding rather than rote memoryrote memory

• Performance tasks which Performance tasks which require solution of require solution of problem using lab problem using lab materialsmaterials

• Portfolio with journals, Portfolio with journals, activities, projects, activities, projects, concept mapsconcept maps

Final Exam for PSC 121Final Exam for PSC 121Students will be going on a trip lasting several days. The trip involves camping and hiking not too far from a coastal area. During the course of this trip (exam) they will be asked to do a number of tasks or determine specific information.

• Determine best routes for travel and sleeping (using a topographic map)

• Predict weather for several days (based on previous weather maps)

• Determine what stars/constellations will be visible (using star charts or a planetarium)

• Identify rock types picked up along the way (from actual samples) and comment on processes/environment that formed the rock

• Determine tidal information and lunar information for a coastal visit (using tide graphs)

• Explain the tectonic history of an area (given some information about the area)

Associate of Arts in Teaching Associate of Arts in Teaching (Elementary Level) at the (Elementary Level) at the Maryland Community CollegesMaryland Community Colleges• ~25% of future teachers begin at ~25% of future teachers begin at

community collegescommunity colleges

• During 1999, Statewide Teacher During 1999, Statewide Teacher Education Articulation Committee Education Articulation Committee (TEAC) established to facilitate (TEAC) established to facilitate transfer of teacher education transfer of teacher education students from two to four year students from two to four year institutions in Marylandinstitutions in Maryland

Associate of Arts in Teaching at Associate of Arts in Teaching at the Maryland Community the Maryland Community CollegesColleges• TEAC established sub-committees to TEAC established sub-committees to

develop a set of develop a set of outcomesoutcomes and an and an outcomes documentoutcomes document for the first 60 for the first 60 credits in a teacher education degree credits in a teacher education degree program. Document specifies program. Document specifies outcomes, not courses, so institutions outcomes, not courses, so institutions have significant freedom in deciding have significant freedom in deciding which courses cover specific outcomes. which courses cover specific outcomes.

Associate of Arts in Teaching at Associate of Arts in Teaching at the Maryland Community the Maryland Community CollegesColleges• Since PGCC had science and math classes Since PGCC had science and math classes

that match all standards in place before that match all standards in place before this process, theses courses have been this process, theses courses have been considered as models.considered as models.

• PGCC received an NSF grant to work with PGCC received an NSF grant to work with all community colleges in Maryland to all community colleges in Maryland to assist in establishing science and math assist in establishing science and math courses for an AAT based on the courses for an AAT based on the outcomes document.outcomes document.

Associate of Arts in Teaching at Associate of Arts in Teaching at the Maryland Community the Maryland Community CollegesColleges

• 13 of 16 community colleges in 13 of 16 community colleges in Maryland have AAT programs Maryland have AAT programs approved and are accepting degree approved and are accepting degree studentsstudents

• First AAT students from PGCC made First AAT students from PGCC made a smooth transition to Towson a smooth transition to Towson University in Fall 2002 with the PSC University in Fall 2002 with the PSC courses on their transcripts!courses on their transcripts!

Information/QuestionsInformation/Questions

PSC 120 or PSC 121:

Barbara A. Gagebgage@pgcc.eduacademic.pg.cc.md.us/~bgage

A.A.T. in Education

Patricia A. Basilipbasili@pgcc.edu