Science Education (SCIED-GE)

Science experiences for elementary school are developed and strategies for implementation and evaluation are devised. Issues such as basic attitutdes toward science, equity in the science classroom, and learning styles will be explored. Students will develop a catalogue of resources, both in print and on-line, for expanding understanding of science content, developing science skills, integrating science into the rest of the curriculum, exploring science activities appropriate for children and assessing science teaching and learning.

This course examines several models for teaching preschool and elementary science. Science experiences for elementary students are developed, and strategies for implementation and evaluation are devised.

What is science, whose science, whose knowledge and science for whom?.These questions are a focus as we explore forms of systematic knowledge and understandings about the world including the historic emergence of Modern Western Science (MWS) and Indigenous Knowledge Systems (IKS). How science is haunted by racism, sexism and other efforts to marginalize specific agentic elements is explored and you will be invited to engage in a knowledge production study of your choosing. This course will make you a better educator and curriculum developer.

In communicating and teaching people the big ideas associated with knowing science, students engage with how science understands the world and the complexity of making scientific-based decisions associated with wicked present and future problems. In designing explorations, students learn ways to enact equity, inclusion, and culturally sustaining practices with the goal of ensuring that their communication and teaching brings joy and wonder. This course is for those interested in understanding science education and for prospective science teachers.

This course continues to build your learning as you develop a further repertoire of practices and understandings to support your growth as an innovative professional educator who uses inclusive and culturally relevant design through the use of counter narratives to develop science curricula that are technologically rich, engaging and practically and intellectually challenging for middle and high school students in grades 5-12.

Students learn to use the city as a classroom to learn about science and sustainability in the urban environment. Students explore place-based environmental education by visiting non-formal settings such as parks, botanic gardens, museums, field stations, and public and private organizations and consider their roles as teachers and learners to link activities with inquiry, reflection and practice. Students learn and understand how to develop linkages between formal and non-formal learning by designing educational activities for learners of all ages.

We learn everything in science class, from reading/writing to mathematical skills, to how to use knowledge to solve everyday and real-world problems…or at least we are supposed to! This course will help any type of educator build their ability to critique and revamp existing curricula and create curriculum from wicked problems in the world so that they can facilitate learning spaces that are productive, phenomena-based, and rooted in student interest…..and yes, find joy in science and in the world.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

One semester supervised student teaching in a science education classroom in middle school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching problems and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a science education classroom in high school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching problems and practices as they relate to actual classroom teaching.