| SCE-Science Education |
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| SCE480A |
Methods of Teaching Science |
| This course investigates the components of effective science instruction. Effective science instructional practices will be integrated into developing teaching styles. The course will increase comfort, confidence, and competence in science teaching methods, and relate it to children's perceptions of science and the world around them. This will be achieved through examination of personal skill development and practice. Personally meaningful constructs of good science teaching and the resources to support them will emerge. Prerequisite: Admission to the Elementary Education program. 3 quarter hours |
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| SCE480B |
Methods of Teaching Elementary School Science |
| This course encourages the active exploration of the question, "What is effective science teaching?" Students construct their own ideas about effective science instruction so those ideas can inform their developing science teaching styles. Aims to increase student comfort, confidence, and competence in using effective science teaching methods by relating the nature of science to the way children develop an understanding of the science of nature, introducing practical, applicable models of best practice techniques, providing opportunities to experiment with those techniques in risk - free setting, and enriching understanding of critical science concepts. Personally meaningful constructs of good science teaching will emerge. Prerequisite: Admission to the Elementary Education M.A.T. program. 2 semester hours |
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| SCE481 |
Theory and Methods of Teaching Primary Science |
| What is good science teaching for learners in the primary grades? Students in this course will explore a variety of resources from which they will construct their own answer to this question. The nature of science itself, the National Science Education Standards, and appropriate pedagogy for learners at the primary grades are the criteria students will use in evaluating resources, methodologies, and conceptual frameworks studied. In addition, this course will demonstrate and provide practice in using appropriate technology and methods of adaptation for special needs children. Prerequisite: Admission to National College of Education. 2 quarter hours |
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| SCE485 |
Advanced Methods of Middle School Science |
| This course will explore exemplary science instruction for middle school. There is an in-depth focus on exemplary science instruction, fluency with middle level instructional content, and appropriate use of diverse instructional strategies. Students will increase competence, resources, and technologic abilities through investigation of effective science teaching methods for middle school. They will experiment with best practice middle level techniques in a risk-free setting. They will also be encouraged to enrich understanding of critical science concepts. Personally meaningful constructs of middle level science teaching will emerge. Prerequisite(s): SCE480A, SCE480B, or equivalent. 5 quarter hours/3 semester hours |
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| SCE500 |
Science, Technology, and Society |
| Study of science as a whole, emphasizing its history and philosophy. Includes scientific values, epistemological issues in science (e.g., sources of authority, nature of progress), historical exemplars illustrating relationships (e.g., between theory and inventions, between science and historical events), and effects of social norms on science. Also considers current local and global situations and ethical issues to develop perspective on the interaction of science, technology, and society. 3 semester hours |
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| SCE501 |
Advanced Methods and Materials for Teaching Science |
| Study of curriculum and instruction related to the K-8 science curriculum. Includes program goals and objectives and teaching models and methods. Examines a variety of teaching materials and resources. Considers scope and sequence of content and problems involved in childrenĘs conceptual development in science. Includes needs of special children and problems of particular contexts, such as the urban school. Also involves assessing achievement and evaluating instruction. 2 semester hours |
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| SCE504 |
Teaching for Conceptual Development in Science |
| Conceptual change is a powerful idea for transforming science education. Emerging from the history and philosophy of science as a way of understanding the difficulties people experience in changing from one explanatory framework to another, conceptual change offers crucial insights into meaningful learning in science for young children as well as instructional practices that facilitate conceptual development of essential science content. This course critically examines theories and models of conceptual change in science and their relationship to the scientific literacy imperative, explores constructivist links, and considers implications that conceptual change theory might have for learning and teaching in science. 3 semester hours |
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| SCE510 |
Physics for Teachers |
| As science educators journey through their development as exemplary science education practitioners, it is important for them to investigate different models of instruction. This course is designed to develop the use of Physics First as an instructional strategy through course delivery in the conceptual change model. The course will investigate the content of physics, and further develop the educational practice of instruction through conceptual change. Students will relate the use of Physics First, and the use of conceptual change, to their quest for Best Practice as an exemplary science educator. Prerequisites: SCE 504 or permission of instructor 2-3 semester hours |
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| SCE511 |
Earth Science for Teachers |
| Surveys content in earth science representative of the K-8 science curriculum using a laboratory-based approach. Although other instructional methodologies will be examined, this course will focus on using a STS (Science, Technology & Society) format as an exemplary model for teaching and learning earth science. Topics include: physical geology and oceanography in the context of earth history, environmental issues, major organizing concepts and principles, recent discoveries and current knowledge in geology, oceanography, and all related fields of earth science. Prerequisites: SCE 510 or permission of instructor. 2-3 semester hours |
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| SCE512 |
Biology for Teachers |
| This course examines content in the biological sciences representative of the K-8 science curriculum using a constructivist, laboratory-based approach, including the study of organisms and their anatomy, physiology, and genetics. Special attention is given to new developments and discoveries in various fields, such as genetic engineering. Opportunities provided for in-depth investigation of a particular area. Prerequisites: SCE 510 or permission of instructor. 2-3 semester hours |
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| SCE520 |
Applied Chemistry for Teachers |
| This course investigates the basic principles of chemistry considered in the context of everyday life using a laboratory-based approach.. Although other instructional methodologies will be examined, this course will focus on using an inquiry approach as an exemplary model for teaching and learning chemistry. Topics include: chemistry of the air, land and water; green organic chemistry; chemistry of everyday products; environmental chemistry and possible solutions to chemical pollution. Prerequisites: SCE 510 or permission of instructor. 2 semester hours |
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| SCE521 |
Astronomy for Teachers |
| Explores selected topics in astronomy and cosmology relevant to the K-8 science curriculum using a laboratory-based approach. Although other instructional methodologies will be examined, this course will focus on using a traditional lecture/lab format as an exemplary model for teaching and learning astronomy. Topics include: observation of the nighttime sky, study of constellations, applications of physics concepts, historical development of concepts and theories, recent discoveries and current notions about space-time, electromagnetic radiation, the structure of the universe, the development of stars and the solar system. Considers technology of and issues in space exploration. Prerequisites: SCE 510 or permission of instructor. 2 semester hours |
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| SCE522 |
Meteorology for Teachers |
| Surveys topics in the atmospheric sciences, meteorology and climatology, relevant to the elementary and middle school curriculum using a laboratory-based approach. Includes evolution, structure, and dynamics of the atmosphere; fronts and frontal weather, and observational methods involving meteorological instruments and forecast maps. Considers appropriate teaching methods and activities. 2 semester hours |
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| SCE523 |
Environmental Education |
| Interdisciplinary exploration of interrelationships between organisms and their environments using a laboratory-based approach. Local environments are studied in perspective of ecological principles and global environmental problems and issues. Includes history of human relationship to the environment and development of concept of environment in various disciplines. Examines methods for developing motivations, skills, attitudes, and values related to the environment. 2 semester hours |
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| SCE524 |
Human Biology for Teachers |
| An exploration of selected topics in human biology relevant to K-8 teachers using a laboratory-based approach. Includes discussion of major concepts and principles, recent discoveries, application of knowledge in the medical and health care fields, and consideration of current problems and issues, such as AIDS and genetic engineering. Includes in-depth investigation of a particular topic and relevant field trip. Prerequisites: SCE500 and SCE512, or consent of instructor. 2 semester hours |
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| SCE525 |
Learning Science Using Informal Sites |
| Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. This course facilitates the active investigation of critical science concepts by engaging teachers in collaborative inquiry using the resources of informal sites and museums. Through interactions with the laboratory environments established at these sites, students pose questions of personal and professional significance, interact with authentic phenomena, gather and interpret data, gain deeper understanding of scientific ideas through their own conceptual development process, reflect on the nature of scientific inquiry and its role in exemplary science teaching, and share their discoveries with colleagues. 2 semester hours |
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| SCE526 |
Learning Science Using Informal Sites: Advanced Study |
| In this course students select one of the information sites available (Lincoln Park Zoo, Brookfield Zoo, the Field Museum, Chicago Botanic Gardens, Adler Planetarium or the Shedd Aquarium) and spend a minimum of 40 hours utilizing this site as a laboratory from which to learn science. Students will select a specific science discipline, ie: life, physical, or other, as the focus of their learning. Various hypotheses will be formulated and tested in cooperation with scientists and educators in residence at the informal site. Science as inquiry will be the thread that weaves the studentĘs own science learning at the informal sites with the science content relevant to the elementary and middle school curriculum. 2 semester hours |
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| SCE529 |
Applied Zoology |
| Zoology is the study of mammals. This course will explore the scientific concepts in zoology relevant to the elementary and middle school curriculum. In this laboratory and field base experience, students will explore the question what is an animal. There will be an emphasis on mammals. This study of mammals will be conducted in a zoo. Students will study the concepts of conservation (species preservation), habitat (natural and zoo environments), animal behavior (in the wild and in zoos), and urban nature (animal adaptation in city environments. Prerequisites: SCE510 or permission of instructor. 2 semester hours |
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| SCE582 |
Workshop/Science Education/Topic |
| 1-4 semester hours |
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| SCE585 |
Workshop/Science Education/Instructional Practices |
| 1-4 semester hours |
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| SCE590 |
Internship in Community Science Education |
| Provides an opportunity to develop both scientific knowledge and instructional skills in novel community settings. Internships available in informal science education institutions, such as science/natural history museums, zoos, aquaria, planetaria, environmental education centers, etc., or in corporate and governmental research and development laboratories. Placement made in consultation with the faculty advisor in accordance with studentĘs career goals and experience. Supervised experiences must be in approved programs. The internship is supervised by an approved on-site mentor and a faculty member from Science Education department. Arrangements made with faculty advisor two quarters before registering for internship credit. Prerequisites: SCE500 or consent of program coordinator. 5-7 semester hours |
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| SCE593 |
Seminar in Science Education: Issues and Trends |
| This course is designed to facilitate the analysis, synthesis, and integration of ideas, values, and concepts acquired throughout the science education program. That emerging synthesis will act as a fulcrum for exploring current and historical issues, research, theory, and practice in science education, curriculum changes, reform, and trends in school science, and as a basis for reflection and discussion about the implications for teaching and learning in science. The course also provides professional development opportunities designed to encourage students to assume roles of leadership and advocacy for the improvement of science education practices in their schools, districts, and communities. Prerequisites: Admission to National College of Education, admission to the program, SCE 525. 3 semester hours |
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| SCE594 |
Science Education Independent Study |
| Independent inquiry into a science topic can guide participants to a deeper understanding of science content and concept. This understanding can then be put to use in an educational setting, as science educators practice the instructional model of doing science as a scientist does. Through use of individualized investigative practices, science educators will more deeply examine content and instructional practices that facilitate understanding of essential science content. Through this course, the science educator is required to critically examine theories and models of instructional science, and their relationship to real world classroom implementation of science instruction. Prerequisites: SCE 510 or consent of instructor. 1-3 semester hours |
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| SCE599 |
Thesis in Science Education |
| 4 semester hours |
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