Students review materials from Hands On Science Outreach (HOSO), an informal afterschool program

Dr. J. Randy McGinnis, Professor and Principal Investigator of Project Nexus,  Instructor of EDCI 372

Students review materials from a lesson on climate change

Students discuss a climate change lesson

"Teaching Kids About Climate Change: A Conversation With Prof. Randy McGinnis"

This interview with Project Nexus Principal investigator Randy McGinnis can be viewed at:

http://www.newsdesk.umd.edu/sociss/release.cfm?articleID=1971

"A New Vision for Teaching Science"

An article related to this transformative science methods course, written by Project Nexus Principal Investigator, Randy McGinnis and Advisory Board Member, Deborah Roberts-Harris.

See the September issue of Scientific American Mind magazine. On shelves now! Digital issue available online.

Read a summary here

Transformative Science Methods Course

EDCI 372: Curriculum and Instruction in Elementary Education: Science

EDCI 372 students in the classroom (Fall 2008)

The transformative science methods course is performance-based. It is taught in the College of Education. Its goals and outcomes align with the standards-based recommendations found in the National Science Education Standards (1996) and endorsed by the program’s sponsored accreditation association (ACEI/NCATE). The instructor (Dr. J. Randy McGinnis and a supervised graduate student in science education) interweaves technology and mathematics throughout the student-centered course. Data management and analysis are emphasized. A commitment is made to represent high quality science instruction as inquiry-based and for all. As such, lecture is diminished and culturally responsive strategies are demonstrated and taught. The instructor uses the Socratic method in both small group and whole class discussions. Interns engage regularly in small cooperative learning groups to answer and pose problems in science that take into account children’s thinking. The goal is to utilize such knowledge in instructional design and practice. Interns design both short term (daily) and long term (extended science investigations) learning experiences that are conducted with young learners in an accompanying field experience (Professional Development Schools (PDS) network). Peer coaching is utilized throughout, and ongoing reflection by the interns is required. Linkages to informal science education are encouraged.

Graduate Student Emily Hestness demonstrates informal science education with "Mr. Hoots"

Students work together on a lesson on climate change

Professor J. Randy McGinnis with his interns in EDCI 372 fascinated by the owl brought to the class session by Ms. Emily Hestness

This material is based on work supported by the National Science Foundation under Grant No. 0455752. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

© 2005 University of Maryland