FOUNDATIONAL COURSE:
Strengthening your Scientific and Mathematical Thinking
Teachers need to think like mathematicians and scientists. This course will provide hands-on experiences in collecting data through systematic investigations, analyzing/interpreting data, and forming hypotheses, which - in turn - lead to new questions. The course will explore
(a) the histories and nature of mathematical and scientific knowledge,
(b) the importance of math, science and technology in society,
(c) strategies needed for rigorous inquiry and problem solving,
(d) strategies for representing data visually,
(e) the importance of clearly communicating scientific and mathematical discoveries, and
(f) the importance of collaboration in developing creative solutions to the global problems facing humanity in the 21st century.
Sample learning outcome: Learners will observe, measure, compare, classify, organize, predict, generate hypotheses, and communicate scientific and mathematical knowledge.
SCIENCE COURSE 1: Get Physical – Exploring the Physical Sciences
This course is concerned with making sense out of the physical environment. It will explore the characteristics of objects and materials teachers and students encounter daily. This course will explore the nature of matter and energy, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. This course will emphasize practical applications, especially those integrating all of the physical sciences.
Sample learning outcomes: Learners will (a) develop content knowledge about the physical science concepts of matter and energy, (b) recognize inquiry-based learning models, (c) explore a range of effective teaching methodologies and strategies for use in teaching science concepts, and (d) understand and utilize the scientific process.
SCIENCE COURSE 2: Get Down to Earth (or Not) - Exploring Earth and Space Sciences
Earth and space sciences involve an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe with a focus on the regularities of the interrelated systems of the natural world. This course will explore basic laws, theories, and models that explain the world from both historical and modern perspectives. Students will learn (a) how data-gathering and observation technologies are used to explore the solar system and beyond, (b) the theory of plate tectonics to explain the relationship among earthquakes, volcanoes, mid-ocean ridges, and deep-sea trenches, and (c) the impact humans have on the Earth and its environment. The course is designed to teach analytical thinking in earth and space exploration so that teachers and students can make informed decisions about issues affecting our planet.
Sample learning outcomes: Learners will (a) develop an appreciation for the complex interactions within the Earth system and of the Earth with its neighboring stars and planets, and (b) gain scientific skills in observation, reasoning, teamwork, and communication.
SCEINCE COURSE 3: Get A Life – Exploring Biological Sciences
The world’s future biologists, botanists, and ecologists need teachers who understand biological concepts and the importance of biology in today’s world. This course will provide teachers with content knowledge through a minds-on, hands-on understanding of the structure and function of living systems including: classification systems, the human body and its systems, plants, cellular structures of animals and plants, reproduction and heredity, evolution, ecosystems and habitats, and biodiversity and adaptations. Students also will explore the many job options available to biological scientists.
Sample learning outcomes: Learners will (a) identify the functions and parts of each of the systems of the human body and (b) discuss how the essential functioning of each system contributes to the health of the individual, his/her local community, and his/her global community.
MATH COURSE 1: Thinking Algebraically: Why Does 3n+5 Equal Twenty?
In this course, students will use concrete, pictorial and symbolic models, calculators, simulations, and computer manipulatives to explore, understand and apply concepts in number sense, numerical thinking, estimation and prediction. Strong emphasis will be placed on strategies to communicate mathematical thinking effectively using appropriate mathematical language and symbols. Students will engage in a variety of problem-solving processes and develop a repertoire of problem solving strategies to be applied in real-life situations demanding algebraic thinking. The course assumes understanding of computations, and focuses, instead, on meta-cognitive thinking about algebraic processes, and the analysis of mathematical situations and structures that require algebraic representations.
Sample learning outcome: Learners will analyze how changing the value of one mathematical variable corresponds to changes in the values of other components of the mathematical situation.
MATH COURSE 2: I’m Not Square: Thinking Geometrically
One major goal of this course will be to learn key strategies needed to interpret a variety of integrated textual and mathematical information. To this end, students will develop the language of geometry, engage in inductive and deductive reasoning, and use problem solving to understand the following geometric concepts: geometric construction, geometric proof, properties of (a) angles, (b) parallel and perpendicular lines, (c) 2- and 3-dimensional geometry, (d) triangle congruence, (e) triangles, (f) quadrilaterals, and (g) coordinate geometry. Based on these understandings, students will focus on developing mathematical arguments to explain the relationships between and among these concepts. The learning experiences will focus on how geometric principles can be applied to solve some of the critical problems facing our world today.
Sample learning outcome: Learners will specify and describe spatial relationships and represent these relationships using geometric language or 2- and 3-dimensional geometric drawings.
MATH COURSE 3: Data Analysis and Logical Reasoning
This course will examine how collections of personally relevant data are organized, stored, and analyzed in order to think logically about a specific situation. Students will evaluate these situations based on their data sets, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize their applications in various content areas. The course will emphasize a number of non-verbal reasoning strategies to solve mathematical problems. These analyses of relationships among data will model for teachers the types of logical reasoning needed to understand mathematical and scientific concepts – rather than use memorized processes to complete computations.
Sample learning outcomes: Learners will: • identify patterns and apply pattern recognition to reason mathematically • analyze a problem situation to determine the question(s) to be answered • apply a previously used problem-solving strategy in a new context
