Students enrolled in the Science program must complete:
- Four core courses required for the Curriculum & Instruction degree
- Foundation courses for the specific concentration
M.Ed. in Curriculum & Instruction - Science
EDCI 527 (3)
The Nature of Science
This course focuses on a view of science as a framework for understanding the natural world. Participants learn about the sciences as a systematic gathering of information through various forms of direct and indirect observation and the testing of this information through building and applying investigation skills. Participants also discuss the principal product of science as knowledge in the form of naturalistic concepts and the laws and theories related to those concepts. Emphasis is placed on transformational learning based in a developmental, inquiry-based approach. As teachers of science, this course also encourages active participation in the community of science and the furthering of science education.
EDCI 537 (3)
Planning for an Inquiry-Based Classroom
This course emphasizes the need for learners to view themselves as scientists and as such to engage in raising questions, carrying out investigations, communicating methods, proposing explanations and solutions, using observation, and analyzing science practices. Emphasis is placed on the teacher as a scientist modeling the Scientific Method to fledgling scientists, using transformational learning steeped in a developmental, inquiry-based approach. The course will address planning for instruction, setting goals, teaching to standards, meeting curricular requirements, and teaching developmentally with a focus on student inquiry and knowledge construction as the basis for teaching and learning.
EDCI 547 (3)
Transformative Science in the Differentiated Classroom
The focus of this course is to teach science using transformational teaching and learning strategies that are focused on meeting the needs of all learners through a developmental, constructivist approach. There will be an emphasis on differentiation in all aspects of the learning environment: setting up the classroom, getting to know the learners, assessing learning styles and needs, differentiating teaching strategies, the iterative process and providing personalized anchor activities to solidify learning. The course will provide a plethora of practical ideas for making science a positive and transformational experience for teachers and learners alike.
EDCI 557 (3)
The Technology-Based Science Classroom
The inquiry-based science classroom is enhanced through the use of innovative technology tools and resources that are available to classroom teachers. This course will focus on the use of educational technology as a vital means to transform science education through enhancing critical thinking and problem-solving skills in children using technology as inquiry-based learning tools in ways similar to those of practicing scientists. The use of Internet images, virtual science labs and field trips, simulations, digital microscopes and digital cameras, multimedia packages, global information systems, science computer databases and computer-based laboratories are examples of the resources studied and applied in this class.
EDGR 601 (3)
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.
The Master of Education culminates with one of three courses
EDGR 698 (3)
Action Research (CAPSTONE)
Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.
EDGR 699 (3)
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.
EDGR 696 (3)
Practitioner Inquiry (CAPSTONE)
Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research
Any of the above options provide candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.