CAN AN ENGINEER TEACH ELEMENTARY EDUCATION MAJORS HOW TO TEACH SCIENCE AND ENGINEERING?

摘要

Dr. Karen High, faculty member in Chemical Engineering, was a Laboratory Instructor for the fall 2005 Semester for CIED (Curriculum and Instruction Education) 4353 at Oklahoma State University. The course is "Science in the Elementary School Curriculum". This course covers the purposes, selection and organization of content, teaching and learning procedures and evaluation of outcomes in elementary school science and its participants consist of education students typically without any background in engineering or science. Approximately 75% of class time is devoted to laboratory activities and field experiences that promote the science content, process, learning theory, philosophy and curricula appropriate for grades 1-8. Class and field activities are hands-on, inquiry-based activities, utilizing whole group discussions, cooperative learning groups, and some individual projects. Laboratory experiences are designed to emphasize the science process skills. The remaining 25% of class time is devoted to lecture, discussion, and demonstration. During the laboratory engineering concepts were discussed and demonstrated. This paper will focus on the effectiveness of instruction by a chemical engineering faculty member as evaluated by in-course assessment tools. Was there any perceived benefit of having an Engineer involved with a course designed for education majors? Were the students more aware of the engineering field and of engineering concepts due to this involvement? Were the students appropriately taught science methods?