Foundations of science education. Planning, assessment, and management of instruction. Required of initial science students.
Students will explore the intersections of policy, science, and society and the impact these have on standard K-12 urban science curriculum and multicultural teaching practices. This course challenges commonly used practices where multiculturalism is often taught as one distinct and often separate component of the science curriculum.
Studies about the teaching and learning of science in urban settings have been a large component of contemporary research in science education. This course provides a means to interrogate the teaching and learning of science in urban settings through an exploration of the sociopolitical and aesthetic aspects of hip-hop/youth culture.
This is an integrated lecture/laboratory course. This course provides an introduction to the creation of science curriculum and instruction that attends to current state and national standards. The course is based in constructivist perspectives and has as a goal the teaching of science well with all children.
Exploration of environmental science from an earth physiology perspective. Focus on connections between contemporary environmental issues and environmental science concepts. A community study utilizing scientific inquiry procedures and applying pertinent environmental science concepts will be conducted.
Theoretical basis of secondary school science education and its practical application to biology teaching and laboratory experiences.
Theoretical basis of secondary school science education and its practical application to earth science teaching and laboratory experiences.
The primary goal of this course is to provide tools to teach middle school science. Teacher candidates should gain a deepened understanding of inquiry-based science activities; the new science standards; ways to make science engaging for students and effective ways to conduct varied, student-centered explorations. Teacher candidates will be reflecting on the process of learning and teaching while creating materials to use with their own students. The assignments for this course are designed to help you create different units that you may use in your future teaching.
Analysis of the organization of and relationships between learning sciences and scientific concepts, with a focus on classroom-based analytical techniques suitable for curriculum design research.
Discussion of middle school life science methods.
Professional content knowledge course examining the major concepts in biology and their applications in teaching secondary school biology.
Study of models of our planet, Earth in space, and weather and climate.
Prerequisite: one year of college chemistry. The growth of, and change in, the major concepts of the science of chemistry are explored, from the Greek philosophers to the alchemists to those of modern chemistry. Concepts explored: chemical composition and the elements; chemical change, the acids, activity; the nature of matter; and the structure of the atom and bonding. Lesson Plans for high school chemistry teaching are prepared and students misconceptions are probed and discussed.
Prerequisite: MSTC 4059 or instructor permission. The historical development of selected chemical concepts are examined with respect to the arguments developed in their support, with the intent that current meanings will be elucidated in the process. High school and college chemistry laboratory activities and classroom demonstrations are discussed and prepared. Some experiments and classroom demonstrations are performed. Some higher level chemistry problems and computer animations applied in chemistry teaching are discussed.
Exploration of physics themes of molecules and molecular kinetic theory, heat, mechanics, waves, electricity and magnetism, and modern physics. Exploration of electricity, magnetism, light, optics, quantum mechanics, and selected topics in atomic, nuclear, and elementary particle physics and astrophysics. Of particular interest to introductory physics, physical science, and general science teachers.
Practical basis of secondary school science education and its application to physics teaching and laboratory activity.
Interdisciplinary study of scientific theories about the origin and evolution of life on earth. Includes demonstration and laboratory experiments.
Corequisite: MSTC 4000. Directed field experiences and seminars explore school environments and teaching strategies.
Permission required. Prerequisites: MSTC 4000 and MSTC 4363. Students do supervised teaching in metropolitan area schools.
Study of museums and the development of curriculum and teaching practices that support learning in informal settings.
Permission required from the instructor with whom the student wishes to work. Independent study in selected areas. Use of professional laboratory facilities.
This course is designed to support students in qualitative research methods. Students will complete pilot studies as a requirement in the course. Open only to doctoral students.
This course is an advanced seminar that focuses on the theoretical, conceptual, and empirical literature on dental science curriculum, research, and pedagogy.
This course provides an introduction to the creation of science curriculum and instruction that attends to current state and national standards at the elementary level.
This course is one of the required core courses in the science education doctoral and advanced masters programs. It is designed to help students develop an adequate understanding of the nature of science or of how science is practiced. In this course, through the analysis of a number of current issues and problems in science and the extensive use of case studies, students will address questions such as: What is science? What distinguishes science from other ways of knowing? What standards of evidence and scientific explanations, processes, and conventions are used in science? What philosophical, social, ethical, and historical perspectives are important in understanding the nature of science?
The nature and interrelationships of science, technology, and society as represented in policy and curriculum for education.
MSTC 5047 is a required core course in the Science Education doctoral and advanced master's programs. The course concerns both inservice and preservice teacher education. In the course, students will conduct research with preservice teachers, as well as practicing and expert teachers. We will examine the classic and contemporary knowledge base of teacher education, as well as current issues and questions in the education of science teaching professionals. Open to students who are not in the Science Education Program with the professor's permission.
This course offers students in the Science Education doctoral and advanced master's programs the opportunity to ask fundamental questions about curriculum in multiple ways.
Explore physical, earth, and life science content topics through a study of Earth's most visible feature. Particular attention paid to modern socioscientific issues such as coastal development, pollution, and management of energy resources.
This course is designed for doctoral students interested in teacher education and becoming teacher educators with an emphasis on self, race in teacher education, and teacher education research and policy.
Permission required. Open only to doctoral students. Guided field experience in supervising student teachers.
A critical analysis of current published research in science education with special attention to strategies of applying statistical and other quantitative methods. Designed largely for doctoral students and advanced master's students.
Permission required. Supervised intern service in a variety of field settings including classroom teaching at various levels, supervision, curriculum development, and inservice education.
Research oriented seminars dealing with a variety of issues and leading to preparation for the doctoral certification examination. Required for doctoral students.
Permission required. Guided independent study leading to the preparation of a major project or paper. May be taken repeatedly by doctoral candidates engaged in research.
Development of doctoral dissertation proposals and presentation of proposals for departmental review.
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.