Intro^TM

Science can be distinguished from other fields of endeavor by two main features. Obviously, it differs in its content - the type of organized knowledge with which it is concerned. A more important difference, however, lies in the procedure of science - its strictly empirical approach to problems. Science deals with rational beliefs that can be verified or disproved by observations or experimentation.

Skills in accurate and reliable observations, use of scientific literature, understanding experimental design and analysis require training and practice. This proposed course is committed to the integration of subject matter content with research and design skills and experiences to help teachers help students organize their thought processes in a way most likely to lead to results.

Using research is but one instructional strategy that can be used to teach a packed curriculum. The research approach helps integrate scientific facts and problem-solving, which is the essence of science. A research experience can help students develop a meaningful understanding of science concepts and phenomenon and apply them to real world problems. This approach will also allow students to construct their knowledge by being engaged in solving authentic problems, in working with others and building solutions; in other words, it is an approach that teaches students "about" science by "doing science."

Like any course, performance objectives, and expected outcomes help to focus teacher efforts to train and teach. They also set up goals for students to attain. The following are proposed exit outcomes, research program outcomes, and course specific outcomes. These outcomes need not be completed in a single year but are suggested over a three-year period.