P350: Innovations in Science methods courses: Preparing STEM educators through collaborative teaching

Author: Karen E. Irving, The Ohio State University, USA

Co-Author: Christopher S. Callam, The Ohio State University, USA

Date: 8/4/14

Time: 4:00 PM4:20 PM

Room: MAK A1161

Related Symposium: S32

At Ohio State University, a one-year Master of Education program supported by the Woodrow Wilson Foundation promoted collaborations between faculty from the Colleges of Education and Human Ecology (3), chemistry, physics, life science and geological sciences (Arts and Sciences, 5) and Engineering (2) to design and implement an innovative semester-long, 5-credit science methods course focused on inquiry and engineering design principles. The course prepares students for state licensure and increases their pedagogical content knowledge on topics identified by the Next Generation Science Standards (NGSS). Modular themes targeted five content areas in STEM: chemistry, earth science, life science, physics, and engineering. NGSS crosscutting concepts such as energy and matter, modeling, scientific and engineering design methods provided a common thread throughout the course. The presentation focuses on the innovations used in design of the chemistry module. The module was team-taught by a chemistry faculty member and an education faculty member. The module implemented a discussion format with an emphasis on chemical demonstrations and technology. Students designed lessons focused on a chemical demonstration to facilitate learning and understanding in the classroom. An emphasis was placed on the relationship between macro-scale, sub-microscale, and formulaic representations. Other activities included computer modeling, card sorts, concept maps, inquiry-based lab exercises, and building models. The course has been taught twice in the last two years with 21 total students completing the curriculum. The Woodrow Wilson Fellows commit to 3-years of teaching in a high-needs school on completion of the program.