Brooklyn College of the City University of New York is developing, enhancing, and disseminating an intensive, yet supportive, science preparation sequence for urban preservice elementary teachers. For the past five years college faculty from the four science departments - Physics, Chemistry, Geology, and Biology - have collaborated with the science education faculty to design and pilot a constructivist-oriented set of science and science education courses. It is the purpose of this proposed project to consolidate the successes of this preliminary program, to build upon pedagogic discoveries, and to strengthen and disseminate a possible major contribution to the nation's infrastructure in science. In the early part of the three year project, curriculum is highlighted: (1) Quantitative thinking is being developed as a systemic strand through science courses; this involves the use of lab-based science instruction as a way of teaching mathematics, and using mathematics as a way of allowing active learning to extend beyond the bounds of lab and human scales. This project addresses the science and science education courses. The PI's are cooperating with colleagues concurrently working on revision of the mathematics sequence for elementary education majors. (2) Since teaching in the constructivist mode involves a major shift for most faculty, the PI's are working to enhance consistency in teaching throughout the science courses. (3) The science faculty are developing a revised model for set-up of laboratory work, to allow for flexibility and spontaneity in student activities. In the latter part of the grant period, the PI's will prepare a book about their experiences in devising a constructivist curriculum, including discussion of pedagogical, scientific, philosophical, and political issues. In addition to curricular illustrations, the book will demonstrate how faculty with traditional backgrounds can be encouraged, motivated, and taught to develop teaching style s appropriate to inquiry-based learning.
