Connecting Science Learning for Future
Elementary Teachers
Frederick Nelson
Carol Fry Bohlin
Mara Brady
California State University, Fresno
.............................................................
AAC&U Conference – Transforming STEM Education:
Inquiry, Innovation, Inclusion, and Evidence
1 November 2013 • San Diego, CA
The Fresno State Liberal Studies STEM team gratefully acknowledges the support of the
S.D. Bechtel, Jr. Foundation and the CSU Chancellor’s Office.
California State University, Fresno
Who is here?
A.
B.
C.
D.
E.
STEM Faculty
Administrators
Student Support Services
Faculty Teaching and Learning
K-12 Personnel
California State University, Fresno
Preparing Preservice Teachers
for Tomorrow’s Classrooms
California State University, Fresno
An Integrated Approach to Instruction
“The [CCSS] call for a more integrated approach
to delivering instruction across all subjects. The
CCSS are designed to be robust and relevant to
the real world... They require student
collaboration; ...and the development of strong
complex reasoning, problem
solving, and communication
skills.” – California Department
of Education – January 2013
California State University, Fresno
California State University, Fresno
California State University, Fresno
Liberal Studies STEM Concentration
Interdisciplinary Partnership
Campus
Education • Engineering • Science and Mathematics
Fred
Nelson
CO/MSTI
Don Williams
Carol
Fry Bohlin
Lloyd
Crask
Karl
Runde
California State University, Fresno
Fariborz Tehrani
Nell Papavasiliou
Mara Brady
At California State University, Fresno
Physics Pedagogy
& Outreach
PHYS168S
Energy, Technology,
& Society
NSCI116
Environmental Earth
Engineering Literacy
& Life Science
ENGR191T
NSCI115
Pedagogy,
NGSS, CCSS,
Faculty PD
MSTI, Liberal Studies,
CSM, LCOE, KSOEHD
Bechtel Grant via the
CSU Chancellor’s Office
California State University, Fresno
Presented to the
New Liberal Studies STEM Concentration
• Liberal Studies major  Future K-8 teacher
• 120-semester-unit Liberal Studies major at
Fresno State includes 9 sem. units of math +
12-13 sem. units of science
• Concentration: 12 upper division sem. units
• Approved (5/1/13) 4-course STEM Concentration:
– “Environmental Earth and Life Sciences” (NCSI 115-Revised)
– “Energy, Technology, and Society” (NSCI 116-Revised)
– “Physics Pedagogy and Outreach” (Physics 168S-Revised)
– “Engineering Literacy” (ENGR 191T-New)
California State University, Fresno
Common Course Purposes
1.
2.
3.
4.
Increasing interest in and generating
excitement for teaching and learning science
Providing coherent and connected science
learning opportunities
Modeling research‐based and inquiry‐oriente
d science pedagogy
Facilitating awareness of the science and
engineering practices, crosscutting concepts,
and disciplinary core ideas of the Next
Generation Science Standards
California State University, Fresno
Features of the STEM Concentration
• Foundation: CCSS-M, CCSS-ELA, Framework
for K-12 Science Education, NGSS
• Crosscutting Concepts used as themes for
making connections across courses
• Integration of Practices with
Disciplinary Core Ideas
• Inquiry-based instruction, PBL,
integrated labs
• Service-learning and outreach
• Cohort model
California State University, Fresno
(MSTI):
Promoting Professional Identity & Involvement
(Mathematics and Science Teacher Initiative Funds from the CSU Chancellor’s Office)
• Facilitate connections with national, state, and
local professional communities
• Support participation in STEM workshops and
conferences, as well as coursework
• Support success in K-8 STEM teacher pathways
• Celebrate STEM accomplishments
California State University, Fresno
$800 Liberal Studies STEM Fellowship!
• Receive $200 of the $800 Fellowship when you take
Physics Pedagogy and Outreach. Receive $200 when you
take Environmental Earth and Life Science this fall or in a
future semester.
• Receive a total of $400 ($200 each) when you take
Engineering Literacy and Energy, Technology, and
Society.
• Bonus! Students who pass the two content tests that lead
to a credential in Foundational-Level General Science or
Foundational-Level Mathematics will not only receive
reimbursement for the tests, but an additional $200
stipend!
California State University, Fresno
Faculty Professional Development
• Workshop for STEM
Concentration faculty
• Maker Faire
• Tinkering
• Propeller car
• Project-based learning
• NGSS foundations
California State University, Fresno
Building
California State University, Fresno
Collaboration
California State University, Fresno
What is your familiarity with the Next
Generation Science Standards?
A.
B.
C.
D.
Never heard of them
Have heard of them but not really familiar
Somewhat familiar—I can describe them
Highly familiar—I can give the elevator talk
California State University, Fresno
COURSE EVOLUTION
California State University, Fresno
Earth & Environmental Life
Science
• Explores environmental issues, sustainability,
and interactions among earth’s systems
• GE course, taken by all Liberal Studies majors
• Two 75-minute lecture meetings per week
• High enrollment course (~50 students)
• Multiple instructors, departments
California State University, Fresno
Earth & Environmental Life
Science
• Explores environmental issues, sustainability,
and interactions among earth’s systems
• GE course, taken by all Liberal Studies majors
• Two 75-minute lecture meetings per week
• High enrollment course (~50 students)
• Multiple instructors, departments
RE-DESIGN = new textbook, re-organized
syllabus topics, learner-centered activities
California State University, Fresno
NSCI 115 COURSE CONTENT
CROSS-CUTTING
CONCEPTS
Patterns, Cause &
Effect, Scale,
Systems, Flows &
Cycles, Structure &
Function, Stability &
Change
California State University, Fresno
DISCIPLINARY
CORE IDEAS
Earth’s Place in the
Universe,
Earth’s Systems,
Earth & Human
Activity
SMALL GROUP ACTIVITIES:
Students, Classmates, Instructor
California State University, Fresno
Old Syllabus Topics
Week Dates
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Topic
Reading
8/23
Introduction
Chapter 1
8/28 &
8/31
9/4 &
9/6
9/11 &
9/13
9/18 &
9/20
9/25 &
9/27
10/2 &
10/4
10/9 &
10/11
10/16 &
10/18
10/23 &
10/25
10/30 &
11/1
11/6 &
11/8
11/13 &
11/15
Environmental
Economics & Policy
Chapter 2
Environmental Systems
Chapter 3
Evolution & Biodiversity
Chapter 4
Conservation Biology
Chapter 8
11/20
Ecology, Invasions &
Interactions
Human Population
Growth
Soil, Agriculture & Food
Urbanization, Land Use
& Resource
Environmental Health &
Toxicology
Natural Resources &
Natural Hazards
Freshwater, Oceans &
Coasts
Assignment / Exam Dates
Chapter 5
Quiz #1 - Thurs, Sept. 27
Chapter 6
Select Essay Topic Tues, Oct. 2
Chapter 7
Chapter 9
Intro Paragraph & Outline Tues, Oct. 23
Chapter 10
Quiz #2 - Thurs, Oct. 25
Chapter 11
Chapter 12
Air Pollution
Chapter 13
Global Climate Change
Chapter 14
11/27 &
Global Climate Change Chapter 14
11/29
12/4 &
Chapter 15 &
16
Energy Resources
12/6
16
California State University, Fresno
17
12/11
Discussion & Wrap-Up
Essay Draft for Peer Review Tues, Oct. 30
Essay Due to Instructor Tues, Nov. 11
Quiz #3 - Tues, Nov 20
15
Essay Re-write Tues, Dec. 11
NEW Revised Syllabus Topics
Week Dates
1
2
3
4
5
6
7
8
9
10
11
12
8/22
Topic
13
11/13 &
11/15
Food Resources:
solutions
14
11/19 &
21
Discussion, Review &
Exam
12/3 &
Sustainability
Cross-cutting
concept introduced
Patterns
Welcome & Introduction
8/27 &
Introduction
8/29
9/4 &
Carbon Cycle
9/6
9/10 &
Water Cycle
9/12
9/18 &
Nitrogen Cycle
9/20
9/17 &
Biodiversity
9/19
10/1 &
Discussion, Review &
10/3
Exam
10/8 &
Water Resources:
10/10
impacts
10/15 &
Water Resource:
10/17
solutions
10/22 &
Energy Resources:
10/24
impacts
10/29 &
Energy Resources:
10/31
solutions
11/5 &
Food Resources: impacts
11/7
15
11/26
California State University, Fresno
textbook Assessement
1.1-1.3
2.1
2.2
2.3
2.4
3.1.1
3.1.2 +
3.2.1
3.2.2
3.3.1
3.3.2
e-quiz due 8am Tu
Focus Question
e-quiz due 8am Tu
Focus Question
e-quiz due 8am Tu
Learning Log #1 due 8am Th
e-quiz due 8am Tu
Focus Question
Systems and
systems models
Flow, cycles, and
conservation
Scale, proportion,
and quantity
e-quiz due 8am Tu
Structure & Function
Learning Log #2 due 8am Tu
Quiz #1 - Thurs, Oct. 3
e-quiz due 8am Tu
Cause & Effect
Focus Question
e-quiz due 8am Tu
Focus Question
e-quiz due 8am Tu
Learning Log #3
e-quiz due 8am Tu
Focus Question
e-quiz due 8am Tu
Focus Question
e-quiz due 8am Tu
Peer Draft due Thu
Focus Question
Quiz #2 - Thurs, Nov 21
4.1
Stability & Change
e-quiz due 8am Tu
Learning Log #4 due Tu
Instructor First Draft due Thu
e-quiz due 8am Tu
Thinking like a scientist
CROSS-CUTTING CONCEPTS
Patterns
Systems & Systems Models
Flows, cycles, and conservation
Tracking fluxes of energy and matter
into, out of, and within systems helps
one understand the systems’ possibilities
and limitations
California State University, Fresno
Thinking like a scientist
CROSS-CUTTING CONCEPTS
Patterns
Systems & Systems Models
Flows, cycles, and conservation
Scale, Proportion & Quantity
It is critical to recognize what is relevant
at different measures of size, time, and
energy to recognize how changes in
scale, proportion, or quantity affect a
system’s structure or performance
California State University, Fresno
SAMPLE ASSESSMENT
Learning Log (Reflection)
Learning Objectives:
1. Identify the processes (flows) and components
(stocks) within a system.
2. Identify the relationships among the system's
components.
3. Consider the complexity of dynamic
interactions that create the behavior of the
systems in which we live
4. Organize processes and components within a
visual and written framework.
California State University, Fresno
SAMPLE ASSESSMENT
Learning Log (Reflection)
California State University, Fresno
SAMPLE ASSESSMENT
Learning Log (Reflection)
Sample Statements from Written Responses:
When excess nitrogen makes it’s way into water the
aquatic algae and plants…flourish due to the boost in
nutrients. Algae blooms can deplete the oxygen…killing
fish and other life affecting our economy…
These mechanisms are the way carbon gets cycled
between the atmosphere and ocean, which is the main
storage site of carbon, which contributes to the circle of
life that we are involved in, where things don’t just go to
waste or disappear, they get recycled for other
organisms to use as energy.
California State University, Fresno
SAMPLE ASSESSMENT
Learning Log (Reflection)
Sample Statements from Written Responses:
Humans have impacted the water cycle…When parts of
the water cycle change we see an impact on [ecosystem]
services. Many of these various services feed directly
back into the water cycle increasing the dynamics of
change within the water cycle…
California State University, Fresno
SAMPLE ASSESSMENT
Learning Log (Reflection)
Sample Statements from Written Responses:
Humans have impacted the water cycle…When parts of
the water cycle change we see an impact on [ecosystem]
services. Many of these various services feed directly
back into the water cycle increasing the dynamics of
change within the water cycle…
CHALLENGE: Developing criteria to assess
student’s level of understanding of and ability to
apply cross-cutting concept to course content
California State University, Fresno
Physics Pedagogy & Outreach
• Physics majors
• Repeat enrollment
• Service learning
• "Describe the basic laws in precise, concise, and
simple languages to educate the general public”
• "Stimulate the interest in physical science in the
communities”
• "This program allows for exposure of physics,
highlighting the various aspects of physics and
the many opportunities that the major offers"
California State University, Fresno
Outreach Apparatus
•
•
•
•
•
•
•
•
Ball & ring
Bed of nails
Liquid nitrogen
Newton's cradle
Piano stool
Pipe wrench
Suction cups
Teeter-totter
California State University, Fresno
The Re-Visioned Course
• Recruitment of teaching
credential students
• Recruitment of Liberal
Studies majors
• Pedagogy emphasis
• Student writing
assignments
California State University, Fresno
The New Class
California State University, Fresno
Curriculum Changes
•
•
•
•
•
•
•
Conceptual change
Constructivism
Disciplinary literacy
Discrepant events
Misconceptions
Teacher theorizing
Service learning
California State University, Fresno
• Patterns
• Cause and Effect
• Scale, Proportion, and
Quantity
• Systems and System
Models
• Energy and Matter:
Flows, Cycles, and
Conservation
• Structure and Function
• Stability and Change
Pressure
California State University, Fresno
Which crosscutting concept
relates best to pressure?
A.
B.
C.
D.
Stability and change
Flows, cycles, and conservation
Scale, proportion, and quantity
Patterns
California State University, Fresno
Crosscutting Concepts in
Rotational Momentum
Patterns
“Students should be able to notice that
when they bring their arms in while
holding the weights, they begin to spin
faster. They should also be able to
notice that when you put your arms
out, you begin to slow down.”
“If rotational inertia goes down, the
speed must increase. If the speed is
decreased the rotational inertia must
go up. This pattern represents an
inverse relationship.”
California State University, Fresno
Crosscutting Concepts in States of
Matter
Scale, proportion, and quantity
“100 degrees Celsius is a lot
and can cause some quick
changes... until you see the
effect of 2000 degrees and the
speed at which things change
when exposed to that
temperature compared to our
standard 20.”
California State University, Fresno
Engineering Literacy
•
•
•
•
•
•
•
•
•
History of engineering
Engineering philosophy and psychology
Engineering trends and implications
Consequences of engineering projects
Engineering resources
Engineering design process
Engineering documentation
Engineering evaluations
Sustainability and resilience
California State University, Fresno
Energy, Technology, & Society
• Energy transformations
• Traditional & alternative
sources
• Evaluating alternatives
• Explicit connections to
Engineering Literacy
activities
• Student-constructed text
California State University, Fresno
SUCCESS!
• Faculty relationships
– Regular meetings
– Ongoing collaboration
•
•
•
•
Administrative enthusiasm
Explicit NGSS integration
Ongoing research
Expanded campus connections and
integration for other projects
California State University, Fresno
Challenges
•
•
•
•
•
•
Course scheduling
Multiple instructors
Student perceptions
Faculty perceptions
Validation of faculty effort
Marketing/recruiting
California State University, Fresno
Moving Forward
• Faculty professional development workshops
– Earth science
– Math Common Core
– ELA Common Core
• Curriculum module development
• Collaboration with other campuses
• Research potential
– Crosscutting concepts instrument
– Dynamics of interdisciplinary collaboration
California State University, Fresno
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
You will....
Learn how to integrate science, technology, engineering, and math (STEM)
in a K-8 class!
Experience ways to bring science and math to life in the classroom!
Learn many ways to answer the question, "When and how will I ever use
this?"
Have some of Fresno State's best science and engineering instructors!
Take 4 terrific courses that incorporate the new Next Generation Science
Standards and the Common Core State Standards!
Receive membership in mathematics and science education organizations!
Receive travel support to attend math and science education conferences!
Develop a love and passion for science that you'll be eager to share with
your students!
Visit lots of schools (and TV stations!) to do science demonstrations!
Deepen your content knowledge so that you'll be a highly confident and
competent teacher of science in grades K-8
California State University, Fresno
Questions?
Comments?
California State University, Fresno
At California State University, Fresno
Physics Pedagogy
& Outreach
PHYS168S
Energy, Technology,
& Society
NSCI116
Environmental Earth
Engineering Literacy
& Life Science
ENGR191T
NSCI115
Pedagogy,
NGSS, CCSS,
Faculty PD
MSTI, Liberal Studies,
CSM, LCOE, KSOEHD
Bechtel Grant via the
CSU Chancellor’s Office
California State University, Fresno
Presented to the