Geology 113
Earth Science
Professors' Message

Most students who take Geology 113 - Earth Science are Elementary Teacher Education majors at the University of Delaware. Precollege science education has undergone major reform in the last ten years, producing excellent models for effective K-12 science teaching. However, since very few of these new methods have made their way into university science courses, preservice teachers often enter their science methods courses without having experienced science the way they are expected to teach science. Additionally, the traditional approach in college science courses often fails to help preservice teachers to understand scientific concepts, discuss scientific ideas, appreciate science, or understand the nature of science. Even students who earn exceptional grades in college science courses show some of these characteristics. This course attempts to break away from some of the traditional aspects of introductory college science courses and provide preservice teachers with a rich, useful experience with science. The course is designed to help future teachers learn science the way they will be expected to teach science to young children. For example, the following attributes of Geology 113 are consistent with the goals and expectations for science teachers outlined in the National Science Education Standards (1996):

• emphasize major concepts and unifying themes;
• focus upon how scientific knowledge develops and changes;
• engage you in relevant, authentic scientific investigations;
• help you to develop and communicate scientific explanations;
• integrate lecture, laboratory, and instructional technology;
• incorporate alternative ways of assessing understanding;
• foster cooperation, innovation, and effort

This revised approach to Geology 113 is likely to be challenging. You may have to re-examine the way you think about and study science, and develop new ways of learning. You will also have to assume some responsibilities as a member of a group and figure out how to work as a team. However, we feel that this richer, more meaningful experiences with science will better inform your understanding of science and your professional practice as a teacher of sciences when you enter the classroom.

This course revision was supported by funds made available by the Eisenhower Title II Program. We also wish to thank Dr. Nancy Brickhouse (COE) and Dr. Harry Shipman (CAS) for the support they provided.

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