COURSE OUTLINE IN TEACHING SCIENCE IN THE ELEMENTARY GRADES
(BIOLOGY AND CHEMISTRY)
COURSE TITLE : Teaching Science in the Elementary Grades
(Biology and Chemistry)
COURSE CODE : TSEGBIOCHEM
NUMBER OF UNITS : 3 UNITS
CONTACT HOURS : 3 HOURS
PREREQUISITE : Science Technology and Society
COURSE REQUIREMENTS : written exam, inquiry based science teaching
demonstration, journal review, field experience
COURSE DESCRIPTION :
The course includes understanding of spiraling basic science concepts and application
of science inquiry in Chemistry and Biology and the use of teaching strategies in
elementary science, development of instructional materials and assessment. Content
topics in Chemistry include Properties and Structure of Matter and Changes that Matter
Undergo. In Biology content topics includes Parts and Functions of Animals and Plants,
Heredity: Inheritance and Variation, Biodiversity and Evolution and Ecosystems.
COURSE LEARNING OUTCOMES:
1. appreciate the science teaching profession and focus on the knowledge, skills
and attributes that will lead to effective science instruction and efficient student
learning.
2. develop list of innovative strategies to motivate them to engage in learning
sciences.
3. initiate a unit planning process with identified learning outcomes as well as
developing a detailed, creative science lesson plan for a class period.
4. seek advice from experienced teachers to improve teaching practice.
5. perform a science teaching demonstration where the 21st century skills that are
designed to support new and unexperienced teachers.
6. evaluate the role of technology in conducting modern science classroom
pedagogical practices.
7. seek out community resources to support the teaching of the sciences.
8. apply inquiry based learning to make connections about what they learn.
COURSE CONTENT
PRELIM and MIDTERM FINALS
1. Introduction to the course 18. Starting Points in Teaching Science
objectives, contents, activities, and Chemistry Biology
requirements 19. Lecture and laboratory Science
2. The Teaching Profession and Teaching
Science Teaching 20. Big Class and Small Class in
3. Qualities of an Effective Science Science Teaching
Teacher 21. Assessing Learning Outcomes in
4. The Nature of Science Learners Science Teaching
5. Theories of Science : Teaching - 22. Growing Professionally and
Biology -Chemistry Evaluating Science Teachers
6. Importance of Science Literacy in 23. Field Experience in Science
Elementary Program Teaching
7. Elements of Effective Science
Instruction
8. Science Learning Cycle and its
Relation to Lesson Planning
9. Science as Inquiry Based Learning
10. The Content of Science:
Conceptual Learning
11. The Content of Science:
Constructing Generalizations
12. Teaching Science Meaningfully
13. Science for All Students
14. Developing an Effective Classroom
Science Program
15. Assessing and Evaluating Science
Learning
16. Tools and Technology Integration in
the Science Classroom
17. 21st Century Education Science
Teaching Strategies
GRADING SYSTEM (Campus ++):
Class Standing: 70%
Major Exams: 30%
Passing Percentage for Professional and major subjects: 60%
REFERENCES:
Colburn, A.(2017). Learning science by doing science: 10 classic investigations
reimagined to teach kids how science really works, grades 3-8. California:
Thousand Oaks.
Daniels, S. (2018).Visual learning and teaching: an essential guide for educators
K-8. Minnesota: Free Spirit Publishing.
Kock, J. (2005). Science Stories; science methods for elementary school teachers:
Houghton Miffin Company. USA.
Macneil, J. (2017). The stories of science: integrating, reading, writing, speaking, and
listening into science instruction, 6-12. NH: Portsmouth
Marzano, R. J. (2019). The handbook for the new art and science of teaching. Virginia:
Alexandria.
Moore, C. (2019).Teaching science thinking: using scientific reasoning in the
classroom. New York: Routledge.
Neuen, S.( 2018). Writing science right: strategies from teaching scientific and technical
writing. New York: Routledge.
