A Physical Science Discovery Course for Elementary School Teachers Paul G. Jasien California State University San Marcos, San Marcos, CA 92096
The problem of scientific illiteracy of the general public in the United States has been discussed in this Journal and elsewhere ( 1 3 ) .Various formats for raising the interest level of students have been reported (4-7).At the California State University San Marcos, we have tried to address t h i s problem by targeting a n audience of pre-/in-service elementary school teachers. Previous reports in this Journal also have described programs in this area (8-10). We have designed a course, Physical Sciences for Elementary School Teachers, specifically designed to allay the fear of science in elementary teachers. By teaching them science in a laboratory-activity setting, they gain the knowledge and self-confidenceneeded to do the instruction themselves. The course was based on the discovery approach (11)that provides valuable laboratory experience often lacking in general education science courses. Instruction centered around a series of 24 exercises specifically designed to lead students toward a n understanding of selected topics in chemistry and physics. The exercises not only included traditional laboratory experiments, but also collaborative-learning dry lab exercises as well. The specific topics covered are based upon the guidelines of t h e Science Framework for California Public Schools (12) and are listed in the table. Class met twice wee!+ for a total of about four hours. In general, the first 75% of classtime was spent performing the guided-discovery exercises and the last portion on a summary-discussion period to review the day's exercise. Enrollment was limited to 16 students, in order to facilitate informal instructor-student interaction. Students worked in small groups on a rotating basis. Because the exercises are intended to lead to understanding by discovery, specifics of each exercise were not handed out prior to the laboratory period. In addition, the instructions were very terse with only a basic outline of what should be done and what data to tabulate. In this way, students are freer to make mistakes, discover concepts, and learn. Unobtrusive, but direct, supervision by the instructor was necessary to help guide the students without directly telling them the result to be expected. Because the students will be instructing science themselves someday, it was imperative that they learn to speak and write about it. Therefore, a mandatory laboratory report was assigned for each exercise. These one-to-two page reports concentrated less on quantitative data and more on the important results and ideas of the exercise. Reports were checked carefully by the instructor for proper content and use of scientific terminology. The final component of this course involved participation in a science demonstration fair in which each student presented a n original demonstration-experiment in an informal setting. More information on this course, as well as the discovery exercises used, may be obtained from the author.
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Journal of Chemical Education
Topics Covered in Guided Discovery Exercises
The ScientificMethod Density and Phases of Matter Mixtures and Pure Substances Elements, Compounds, and Mixtures ScientificInvestigations of the Unseen Composition What Happens in Chemical Reactions? Molecules and Chemical Bonding Chemical Reactions that Produce Gases Acids and Bases Solubilities and Crystals Heat and Temperature Generation of Heat Energy in chemical Reactions Velocity and Acceleration Force, Mass, and Acceleration Gravity, Mass, and Weight Forces and Work-Inclined Planes, Levers, and Pulleys Kinetic and Potential Energy Electrical Charge, Muitimeters, and Resistance Current, Voltage, and Resistance Electricity and Batteries Electricity and Magnetism Light and Optics Sound Literature Cited 1. Haze", R. M. Nemsmek 1991,117(7), I. 2. Klotz. I. M . J Ckam. Educ. 1632,69,225-228.
3. Beardsley. T Sci A m r lsBe,267(4). 9&108. 4. Sutman. F X.; Bruce, M. H. J Chem. Educ 1992,69. 5M-561. 5. Carlaon, N.; Strickland, T:Shen, A,; Zolier, W H. J. Chom. Edue 1991, 68, 10211022. 6. Blankespmr R. L.: Fiers, K J. Ckam Edue 1991.68, -49.
7. RDM, L. Chom. Eng. Neme 1993. 71(20),35. 8. Cadson, G. L.J. Chem. Edue. 1889.66, 325326. 9. Davis. II, Speer, Henry L. J. Chem. Edvr 1990.67.491-498. 10. Duerst, M.D. J Chem.Educ lSW,67, 1031-10% 11. R i d , R.W.;Ditzler, M. A. J Ckam Edue 1991,68, 22S231. 12. Science h m e w o r k for Cnlifornio Pub& Schaola, California Depattment of Edueation, Sacramento 1990.
