EDUC 224 - Introduction to Scientific Inquiry

VOLUNTEER FIELD EXPERIENCE STATEMENT: Observations in an educational environment may be required as part of this course.

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

1. Increase personal curiosity and the ability to ask insightful questions as skills that are important to a teacher’s ability to promote scientific inquiry in the classroom, as well as in informal learning environments.
2. Apply and examine inquiry skills as an evidence-based method to learn science and solve problems.
3. Demonstrate an understanding of scientific processes and science content, as well as the ability to apply this knowledge to everyday situations.
4. Design, conduct, and report the findings of scientific investigations.
5. Articulate how meaning is constructed through investigation, discussion, research, and reflection.
6. Think critically about the nature of science and the importance of science to our society.
7. Examine the importance of utilizing scientific data to formulate public policy. 8. Use oral, graphic, and written communication skills effectively.

• Scientific inquiry
• Communication skills
• Scientific process
• Curiosity and inquisitiveness
• Problem-solving skills
• Learning communities
• Investigation techniques
• Science and society
• Questioning techniques
• Nature of science
• Public policy based on scientific data
• A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC COURSE.
• Web Site http://www.doe.in.gov/

Course number EDUC 224
Course Name INTRODUCTION TO SCIENTIFIC INQUIRY

InTASC Model Core Teaching Standards Interstate Teacher Assessment and Support Consortium CCSSO (Council of Chief State School Officers)

Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

PORTFOLIO STATEMENT:

All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by INTASC standards. The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework. Students may begin collecting artifacts when they begin their coursework.

Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material. See additional handouts on this cumulative assignment.

CERTIFICATION STATEMENT

Ivy Tech cannot guarantee that any student will pass a certification or licensing exam. Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam. Department of Education web site http://www.doe.in.gov/

TEACHER ASSESSMENT TEST INFORMATION FOR TRANSFER

Students planning to gain admittance to a teacher education program at a four-year institution need to contact the Education advisers at that institution to determine what requirements must be met prior to admission to the program. Four-year institutions may have minimum grade point average (GPA) criterion and/or require that the applicant take standardized assessments such as Praxis I (PPST), CASA, or other assessments as deemed necessary by the admitting institution prior to acceptance into the teacher education program. Similarly, four-year institutions may require a minimum GPA or other requirements before student teaching assignments are scheduled.

For transfer students, completion of prerequisite courses, passing required assessments, and application does not guarantee admittance to the four-year institution teacher education program.

As of July 1, 2019, successful completion of the basic skills testing requirement (CASA or approved alternative) will no longer be mandatory for educator candidates. However, educator preparation programs may elect to continue to require CASA for program admission. Please contact an advisor at the four-year institution for details about teacher education program application requirements and deadlines, acceptance into the program, and teacher licensure requirements.

Praxis II tests taken and passed before May 31, 2014 can be accepted if they were the required tests in Indiana. Elementary Generalist subtests and Early Childhood Subtests cannot be “mixed and matched”. Partial tests from Praxis II and partial tests from Indiana CORE cannot be accepted.

 
Course Addendum - Syllabus (Click to expand)