Science and Environmental Education Courses

  • EDUC-Q 506 Methods of Teaching Senior High/Junior High/Middle School Science (3 cr.) P: 35 credit hours of science. Designed for students who plan to teach biology, chemistry, earth science, general science, or physics in the junior high/middle school or secondary school. Assignments and credit will be differentiated for graduate students.
  • EDUC-Q 514 Workshop in Junior High School/Middle School Science (3 cr.) For experienced teachers. Ideas on curriculum trends and instructional techniques; new resource materials; development of new educational materials; and analysis of problems. One credit hour is offered for each week of full-time work.
  • EDUC-Q 515 Workshop in High School Science (1-3 cr.) For experienced teachers. Ideas on curriculum trends and instructional techniques; development of new educational materials; analysis of problems; and new resource materials.
  • EDUC-Q 517 Junior High/Middle School Science Teaching (3 cr.) An advanced study of science curriculum concepts and instructional strategies appropriate for a junior high or middle school science program.
  • EDUC-Q 528 Demonstration and Field Strategies in Science (1-6 cr.) Identification, selection, design, implementation, and evaluation of demonstrations and field trips. Strategies in science for elementary, middle school, junior high, and secondary school teachers.
  • EDUC-Q 540 Teaching Environmental Education (3 cr.) For elementary and secondary teachers. Basic principles of environmental/ conservation education stressed in grades K-12. Methods and techniques for integrating these principles into existing curricula. Designed for the development and evaluation of new interdisciplinary teaching materials.
  • EDUC-Q 546 Exploring Secondary School Science Teaching (3 cr.) An introduction to the study of teaching science: includes a review of the issues currently surrounding science teaching, observation/participation in a local middle or secondary school and assisting either a student or practicing teacher. Students cannot receive credit for both M346 and Q546, since Q546 serves the same purpose as M346 at the graduate level.
  • EDUC-Q 590 Independent Study in Science Education (1-3 cr.) P: Individual research or study with a Science Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, Q590 should not be used for the study of material taught in a regularly scheduled course.
  • EDUC-Q 610 Science Education Curriculum (2-3 cr.) Seminar on the concepts, issues, and theories underlying science curriculum and a critical examination of the historical foundations and alternative projected futures of science curricula.
  • EDUC-Q 611 Research Issues in Science Education (3 cr.) An exploration of current science education research issues. Required for science education doctoral students.
  • EDUC-Q 612 Topical Seminar in Science Education (2-4 cr.) Required for doctoral students in science education. Study and discussion of current topics and issues in science education. Areas might include history and philosophy inquiry, assessment, research and teacher education. May be repeated for up to 18 credit hours.
  • EDUC-Q 690 Advanced Research in Science Education (1-6 cr.) Individual research participation in an attempt to determine what science process and content can be learned by whom and how science learning can be facilitated through teacher training or improved instructional design. Open only to advanced graduate students. Credit may be extended over several semesters.

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