Course Code: EDUC671 Course ID: 4177 Credit Hours: 3 Level: Graduate
This course emphasizes the objectives, methods, instruction, and integration of elementary school mathematics and science through a STEAM (STEM + the Arts) lens. Educators will examine research related to elementary school mathematics and science instruction with an emphasis on innovative programs and approaches. Activities include analyzing and evaluating educational trends, curricular materials, and techniques related to teaching mathematics and science to elementary school children. Additional topics include brain-based learning, technology integration, thematic/integrated instruction, and quality children’s literature as enhancements to facilitate children’s understanding of math and science/STEAM concepts and skills. (Prerequisite: EDUC503)
|Registration Dates||Course Dates||Session||Weeks|
|02/22/21 - 07/30/21||08/02/21 - 09/26/21||Summer 2021 Session I||8 Week session|
|04/26/21 - 10/01/21||10/04/21 - 11/28/21||Fall 2021 Session B||8 Week session|
This course will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of the following standards: National Science Teachers Association (NSTA), National Council for Teachers of Mathematics (NCTM), and the National Board for Professional Teaching Standards. As a result of participation in this course, students will be able to:
- Develop an understanding of the national education standards for mathematics and science (NCTM 6,8)(NSTA 1a,6a,6b)(NBPTS 2,4)
- Identify ways math and science standards impact teaching and learning (NCTM 6,8)(NSTA 1a,6a,6b)(NBPTS 2,4)
- Examine the use of standards within their own classroom (NCTM 6,8)(NSTA 1a,6a,6b)(NBPTS 2,4)
- Develop an understanding of recent trends in mathematics and science education (NCTM 1,6,7,8)(NSTA 1b,2a,4a,6a,6b,6c)(NBPTS 1,3,4)
- Assess the value of teaching using an inquiry approach (NCTM 1,6,7,8)(NSTA 1b,2a,3a,5a)(NBPTS 1,2,3,4)
- Identify the basic processes involved in inquiry based learning (NCTM 2,4)(NSTA 1b,2a,3a,5a)(NBPTS 2,3,4)
- Develop an understanding of the impact of misconceptions in the classroom (NCTM 4,5,6)(NSTA 1b,2a,4a,5a,6c) (NBPTS 3,4)
- Examine ways to identify misconceptions in the classroom (NCTM 5,6)(NSTA 2a,4a,5a,6c)(NBPTS 3,4)
- Identify possible means of misconceptions and increased awareness for diverse students (NCTM 4,5,6)(NSTA 2b,4a,5a,6c)(NBPTS 1,3,4)
- Define how technology can be used to enhance curriculum (NCTM 3,6,8)(NSTA 1b,4a,5b,6a)(NBPTS 2,4)
- Critically examine various technological websites for integration into the curriculum (NCTM 3,6,8) (NSTA 1b,4a,5b,6a)(NBPTS 2,4)
- Critically examine software for integration into the curriculum (NCTM 3,6,8)(NSTA 1b,4a,5b,6a) (NBPTS 2,4)
- Understand the need for systematic approaches to teaching (NCTM 2,4,7,8)(NSTA 1b,2a,2b,6c)(NBPTS 1,2,3,4)
- Explain age related difficulties that may arise with math and science concepts (NCTM 2,4,7,8)(NSTA 2b,5a,2a,6c)(NBPTS 1,2,3,4)
- Identify characteristics of effective teaching in the areas of science and mathematics (NCTM 5,6)(NSTA 1b,2b,6c)(NBPTS 1,2,3,4)
- Describe the methods for ascertaining prior knowledge (NCTM 5,6)(NSTA 2a,5a,6c)(NBPTS 2,3,4)
- Evaluate strategies for developing effective questioning (NCTM 5,6)(NSTA 2b,5a)(NBPTS 2,3,4,5)
- Explain the role of questioning in teaching math and science (NCTM 5,6)(NSTA 1b,2b,3a,3b,5a)(NBPTS 2,3,4,5)
- Explain the various needs students may exhibit in the inclusive classroom (NCTM 4,6)(NSTA2b,5a,6c)(NBPTS 1,2,3,4)
- Evaluate lesson plan and classroom modifications that may be required to accommodate all learners (NCTM 1,4,6)(NSTA 2b,5a,6c)(NBPTS 1,2,3,4)
- Create lesson plans with accommodations/modifications (NCTM 1,4,6)(NSTA 2b,3a,3b,5a,6c) (NBPTS 1,2,3,5
- Explain the purposes of assessment (NCTM 1,3,5,6,7,8)(NSTA 1b,5a)(NBPTS 3)
- Describe appropriate ways to accommodate learners in assessments (NCTM 1,4,6)(NSTA 2b,5a,6c)(NBPTS 1,2,3,4)
- Create lesson plans containing quality assessments (NCTM 1,3,5,6,7,8) (NSTA 2b,3a,3b,5a)(NBPTS 1,3)
Required Course Textbooks
NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA:
National Council of Teachers of Mathematics.
Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible
strategies to integrate the arts. Thousand Oaks, CA: Corwin
Required Course Readings
Bybee, R. W. (2013). The Next Generation Science Standards and the life sciences. Science
Californians Dedicated to Education Foundation. (2014) INNOVATE: A Blueprint for
Science, Technology, Engineering, and Mathematics in California Public Education - A report by State Superintendent of Public Instruction Tom Torlakson’s STEM Task Force. Retrieved from http://www.cde.ca.gov/pd/ca/sc/documents/innovate.pdf
Coleman, J., & McTighe, E. (2013). Unlocking the power of visual communication:
Interactive read-alouds help students decode science diagrams and other visual information. Science and Children, 50(5), 73-77.
Common Core State Standards Initiative. (n.d.). Common Core Standards for Mathematics.
Dalimonte, C. (2013). Global STEM navigators; Developing project-based learning experiences helps
students direct their learning. Science and Children, 51(2), 56-62.
Deaton, C., & Hardin, C. (2014). Exploring nature through a new lens. Science and Children,
Gillman, J. (2013). Straw rockets are out of this world. STEM activities for upper elementary students.
Science and Children, 51(2), 44-49.
Hurley, S. J., Murray, A. L., & Cormas, P. (2014). Friction in different languages. Science and
Children, 51(8), 36-40.
Keeley, P. (2014). Habitat change: Formative assessment of a cautionary word. Science and Children,
Kehl, W. (2013). Closing the STEM gender gap in K-12 education: How teachers can help.
Lott, K., Wallin, M., Rohaar, D., & Price, T. (2013). Catch me if you can! A STEM activity for
kindergartners is integrated into the curriculum. Science and Children, 51(4), 65-69.
Mayberry, S. (2014). Gather ‘round: Exploring the wonders of science through read-alouds. Science and
Children, 51(8), 63-67.
McCubbins, S. , Thomas, B., & Vetere, M. (2014). Family science day. Science and Children, 51(9), 41-
National Governors Association. (2011). Building a Better Science, Technology, Engineering, and Math
Education Agenda: An Update of State Actions. Retrieved from http://www.ncscience.org/wp-content/uploads/2012/06/National-Gov-Assoc-Building-a-STEM-Education-Agenda-1-2012.pdf.
National Research Council. (2011). Successful K-12 STEM Education Identifying Effective Approaches
in Science, Technology, Engineering, and Mathematics. Retrieved from http://www.stemreports.com/wp-content/uploads/2011/06/NRC_STEM_2.pdf.
NCTM. (2011). Technology in Teaching and Learning in Mathematics. Retrieved from
The Next Generation Science Standards. (n.d.) Retrieved from
http://www.nextgenscience.org/next-generation-science-standards You will just need to constantly access the standards at this site for lesson planning, information, etc.
NSTA. (2014). NSTA position statement: Early childhood science education. Science and Children, 51,
Office of the President-President’s Council of Advisors on Science and Technology. (2010). Report to
the President – Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America’s Future. Retrieved from http://www.whitehouse.gov/issues/education/k-12/educate-innovate
Purzer, S. Duncan-Wiles, D., & Strobel, J. (2013). Teaching fourth and fifth graders about engineering
optimization and trade-offs. Science and Children, 50(5), 34-39.
Roy, K. (2013). Safety: The elementary mission. Science and Children, 51(2), 86-87.
Sabarre, A., & Gullino, J. (2013). Wacky weather: An integrative science unit combines science content
on severe weather with the engineering design practice. Science and Children, 51(2), 37-43.
Schleigh, S. (2014). Assessments in the arguments. Science and Children, 51(8), 46-53.
Vardell, S. M., & Wong, J. S., (2014). Observe, explain, connect. Science and Children, 51(8), 31-35.
Wentworth, S. (2014). Putting the “her” in science hero. Science and Children, 51(8), 41-45.
Willard, T,, Pratt, H., & Workosky. (2012). Exploring the new standards: How to form a study group to
examine the Next Generation Science Standards, second public draft. Science and Children, 50(2), 13-17.
Williams, J., McCauley, & Grumble, M. (2013). A performance of the heart: A musical rap
strengthens students’ academic understanding of the circulatory system. Science and Children, 50(8), 68-72.
Wynn, T., & Harris, J. (2012). Toward a STEM + Arts curriculum: Creating the teacher team. Art
Education, 65(5), 42-47.
Wysession, M.E. (2013). The Next Generation Science Standards and the earth and space sciences.
Science and Children, 50(8), 17-23.
Zissman, T. (2013). Measuring success: Second graders design, build, test, and improve tools to map a
waterway. Science and Children, 51(2), 68-74.
|Book Title:||From STEM to STEAM: Using Brain-Compatible Strategies to Integrate the Arts|
|Author:||Sousa, D. and Pilecki, T.|
|Electronic Unit Cost:||$31.58|
|Book Title:||Principles to Actions: Ensuring Mathematical Success for All - e-book available in the APUS Online Library|
|Publication Info:||NCTM (National Council of Teachers of Mathematics)|
|Book Title:||Melvin & Muffin: Physics on the Playground: (Exploring Newton's 3rd Law) Vol. 1|
|Publication Info:||CreateSpace Independent Publishing Platform|
Not current for future courses.