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209 Boyd Hall; haysc@muohio.edu 513-529-1338 |
129 Peabody Hall; haynesca@muohio.edu 513-529-5660 |
Every time we take a sip from a fountain, we are reminded of the vital importance of water in our lives. Water surrounds us. It is in our bodies, in our waterways, and in our atmosphere. Yet, it is also under continual threat both quantitatively and qualitatively. Like water, computers represent a prevalent force in our lives. While they are not vital to our very survival, they are fast becoming a skill few can fail to gain. This course will help teachers to enhance their understanding of both water and computer technology. Our hope is that each topicÑwater and technologyÑwill work to inform our understanding of the other. To do this, we need not start out as experts.
Nearly a century ago, John Dewey, the American philosopher, argued that to be meaningful, school and learning would have to be about things that were important to a student rather than to a teacher. He set up a curriculum where students learn by asking questions and then actively pursuing the answers on their own. This inquiry-based approach assumes that the student is capable of constructing a world in which complex problems can be addressed and solved. No longer should students be viewed as passive figures waiting to absorb information given by the teacher. Moreover, to be active investigating researchers in the world, students must be adept at using the computer in ways that are innovative and of real scientific importance.
This graduate course will help teachers learn to combine these two important educational components--inquiry and technology. It will assist them in generating concrete ways of empowering their students to have control over the process of discovery and of their own science learning using the computer as one of many important tools for discovery. The focus will be on developing science lesson plans that make it possible for children to do meaningful inquiry- and computer-based projects on the topic of water that were not normally possible in the past.
Most good educators now accept that the best learning happens in a community
in which each member contributes to the education of the whole. Toward that
end, the instructors expect that workshop participants will be actively engaged
in course materials, assignments and activities. Participants should expect
to engage other students and the instructors in a public, online forum in order
to clarify and develop their own ideas and expand their awareness of different
perspectives.
By the end of the course, participants will have:
1) enhanced their understanding of water properties, processes, and formations
as well as water-related problems.
2) increased their understanding of the inquiry method of science education;
3) developed concrete ways of incorporating inquiry-based learning in their
teaching;
4) enriched their understanding of and proficiency in the use of technology
in the classroom;
5) identified ways to use technology to deepen inquiry-based science education;
6) learned to develop ideas interactively through course readings, web pages,
listserv discussions, professional development workshops, and peer review.
This course is designed for teachers who are participating in the WATER
CONNECTIONS program, a major instructional program created by the Ohio Educational
Telecommunications Network Commission and SchoolNet. It includes the following
four course content components:
1) Teacher Development Workshops on Water Connections materials and on
technology-based learning.
2) A 160-page TeacherÕs Resource Manual with extensive information on enhancing the science-based inquiries in the classroom and 25 inquiry lesson plans on the theme of water. Teachers will have conducted most of these inquiries in their classrooms during the fall of 1999.
3) The Water Connections Web pages for teachers and for students. The pages offer on-line access to information related to the water theme, shared communication linkages, professional development, resource information and interactive inquiries and challenges for students.
4) A Web-based discussion group for teachers in which participants will discuss
and assess their Water Connections classroom experiences. Participants
will also create one inquiry-based science lesson plan for use in their classroom
and for possible submission for publication in electronic or print form. Participants
will review each otherÕs plans and revise them based on the feedback received.
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(At least once a week, each participant must |
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(Two-three-page inquiry-based lesson plan that |
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(Each participant will complete a feedback form |
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Workshop participants must be graduate students who are currently teaching
seventh-, eighth- or ninth-grade students in Ohio Public Schools and participating
in the Water Connections program. Exceptions will be made only by permission
of the instructors.
Evaluation of Workshop
All workshop participants are required to complete an evaluation form at the
end of the course. This evaluation form will be distributed via the Web.
Course Reading:
Haynes, C., Water Connections: A Resource Manual for Teachers. Dayton:
Think TV Network, Greater Dayton Public Television, 1999.
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Course Schedule Week 1 (Apr. 3-7) Introduction to Science Inquiry Assignment: Read Water Connections: A Resource Manual for Teachers, pages 1-8; 55-72. Respond to one prompt question posted on the Web syllabus for this week; and respond to a question response posted this week by another workshop participant. |
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Week 2 (Apr. 10-14) Technology and Assessment for Inquiry Assignment: Read Water Connections: A Resource Manual for Teachers, pages 73-76; check out the Water Connections Web site (www.waterconnections.org). Respond to one prompt question posted for this week; and respond to a question response posted this week by another workshop participant. |
| Week 3 (Apr. 17-21) Reflections on Part II Lessons (Water Properties,
Processes and Formations)
Assignment: Read Water Connections: A Resource Manual for
Teachers, pages 17-36. Respond
to one prompt question posted on the Web syllabus for this week; and
respond to a question response posted this week by another workshop
participant. |
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Week 4 (Apr. 24-29) Reflections on Part III Lessons (Water Problems and Solutions) Assignment: Read Water Connections: A Resource Manual for
Teachers, pages 37-54; 74-76. Respond
to one prompt question posted on the Web syllabus for this week; and
respond to a question response posted this week by another workshop
participant. |
| Week 5 (May 1-5) Application: The Written Assignment
Assignment: Write draft of the written assignment. Post it by Wednesday, 8 am. Read one other participant's drafts. Post feedback on their assignment by Friday, 5 pm. Let him or her know what is working and what could use improvement. |
| Week 6 (May 8-13) Conclusion: The Feedback Assignment
Assignment: Revise your written assignment based on feedback received. Post by Friday, May 13, 5 pm. |
That Web Thing! |
Peer Review and Input are fundamental components of inquiry. You are being called upon to provide feedback to your peers.
The input for assignments will be on three different pages. You can Input Your Water Connections Prompt Responses & Feedback by clicking on the Links and following instructions.
Discussion Questions, Submissions and Responses |
Search for Submissions Entered.... |
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