Perspectives in Science and Mathematics; Research Methods; Multiple Teaching
Strategies (MTS); and ST. These courses integrate the concepts of math and science
with a technology-based curriculum which utilizes interactive, inquiry-based
teaching tools. They cover (1) methods of teaching science and mathematics in
schools; (2) a variety of theories and frameworks addressing how people learn
mathematics and science; (3) multiple models of teaching, what each model
requires of teachers, and the corresponding impact on interactions that occur in
mathematics and science classrooms. The Step 1 and 2 courses, CI, MTS, and ST
(described below in greater detail), incorporatefield experiences which provide
students the opportunity to implement instructional strategies and experience suc-
cess and failure in a highly supportive setting. Students enrolled infield-based
courses work with Mentor Teachers in local area schools. The remaining courses
are focused on development and application of pedagogical content knowledge.
Another course, Physics by Inquiry, was created in 2013 and addresses both physics
content and instruction and counts as an upper level physics/science course on their
degree plans.
InStep 1, students teach science or math lessons in elementary classrooms to
obtainfirsthand experience with implementing an inquiry-based curriculum in a
diverse yet supportive environment. Most students have little prior experience with
student-centered teaching and master teachers introduce students to the theory and
practice behind excellent inquiry-based science and mathematics instruction; pro-
vide students opportunity to experience inquiry-based science and mathematics
instruction; guide them through the process of preparing to teach lessons in ele-
mentary classrooms; and assess their progress toward course objectives.
WhereStep 2is concerned, students work with master teachers to develop and
teach inquiry-based lessons in middle school classrooms using research-based,
recognized curricula and materials. In addition to the emphasis on writing inno-
vative lesson plans, the Step 2 course focuses on the importance of using appro-
priate questioning strategies throughout the lesson. Students develop pre- and
post-assessments for performance objectives created for their lesson plans. As a
major project, students analyze and modify one of the lessons they taught, taking
into account the results of the assessments, reflection on how successful the lesson
was, feedback from their mentor teachers and the course instructor who observed
the lesson. Additionally, technology is utilized to enhance lesson planning.
InClassroom Interactions, students participate in several learning activities
which allow students to evaluate their own learning and understanding of a topic.
Participating in learning activities also allows students to consider equity issues. For
example, is it fair for only the fastest students to contribute to an activity? How
would learning be different if all students were not only allowed but required to
participate? Is it fair that some students are learning in a language that is not their
first? The class considers the implications of deficit thinking in classroom out-
comes. Students interview and observe classroom teachers and teach in high school
classrooms. Thefirst teaching experience is a one-day event; the second lasts
2 days. Both teaching experiences are videotaped. Students spend significant time
preparing, practicing, and revising lessons for the teaching events. Master and
464 C.J. Craig et al.