LEARN NC

K–12 teaching and learning · from the UNC School of Education

Scientific inquiry for elementary teachers

This online course asks teachers to think about the scientific process and how it applies to teaching science in the elementary classroom.

Learn more

Related pages

  • Teaching electricity and circuits through inquiry: Participants in this online course will learn about the science behind electric circuits and how this content can be taught through inquiry. The workshop will help teachers gain a better understanding of electricity and circuits, including conducting and insulating materials, open and closed circuits, and series and parallel circuits.
  • Investigative science for middle school teachers: The online course "Middle Grades Science Learning" requires participants to think about the scientific process and how it applies to teaching science in the middle school classroom.
  • Biodiversity in your backyard: Biodiversity in Your Backyard designed to help teachers of elementary-aged students to explore the topic of biodiversity and expand their knowledge of life science.

Related topics

Help

Please read our disclaimer for lesson plans.

Legal

The text of this page is copyright ©2012. See terms of use. Images and other media may be licensed separately; see captions for more information and read the fine print.

Course description

Don’t feel intimidated while teaching science just because it’s not your specialty. This course will help you impart the value (and fun) of inquiry-based science to your students. By applying scientific inquiry in your classroom, you’ll create a culture of curiosity, investigation, and experimentation.

Science is fundamentally about the process of making sense of phenomena in the natural and social world. You’ll think about the scientific process and how it applies to teaching science in the elementary classroom.

There will be two levels of engagement in this course:

  1. You will learn to make sense of phenomena by conducting first-hand investigations and reporting your findings in the online environment.
  2. You will discuss the process of how to make sense of phenomena, in addition to thinking about the implications of using that process for teaching and learning science. This meta-level engagement will examine both first-hand investigations, as well as readings and other sources that will promote discussion about science, teaching, and thinking scientifically.

Course objectives

This course has two broad goals. First, to provide a framework for understanding the nature of science and scientific inquiry, as well as how and why scientists know the things they know. Second, to help you engage your students in authentic scientific inquiry.

You will address these goals through the following objectives:

  • Investigate experiences of learning science and your own students’ conceptions of science
  • Investigate and learn to make sense of phenomena following the norms and practices of science
  • Review existing curriculum materials and district standards to identify opportunities for scientific practices
  • Review classroom activities to think about the ways that the nature of science is/isn’t part of instruction
  • Revise and teach an existing lesson plan

Course information

Syllabus
You can view full the course syllabus here.
Audience
This course is appropriate for teachers of grades K-5.
Prerequisites
You must be actively teaching in the elementary classroom during the course. You will also need to be familiar with the North Carolina Essential Standards for Science. Please note You will need to select a lesson plan to revise in Week 4 of this course, and teach it in Week 5.
Duration
Five weeks
Credits
3.0 CEUs

Standards alignment

North Carolina Professional Teaching Standards (2009)

  • Goal 1: Teachers demonstrate leadership.
  • Goal 3: Teachers know the content they teach.
    • Objective 3.01: Teachers align their instruction with the North Carolina Standard Course of Study.
    • Objective 3.03: Teachers recognize the interconnectedness of content areas/disciplines.
  • Goal 4: Teachers facilitate learning for their students.
    • Objective 4.01: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.
    • Objective 4.02: Teachers plan instruction appropriate for their students.
    • Objective 4.03: Teachers use a variety of instructional methods.
    • Objective 4.07: Teachers communicate effectively.
    • Objective 4.08: Teachers use a variety of methods to assess what each student has learned.
  • Goal 5: Teachers reflect on their practice.
    • Objective 5.03: Teachers function effectively in a complex, dynamic environment.