Graduate Courses (Science Education 256)
|
|
15:256:536
Climate Change: Course for Educators (3)
Explores the science of climate change. Students will learn how the
climate system works; what factors cause climate to change across different
time scales and how those factors interact; how climate has changed in the
past; how scientists use models, observations, and theory to make predictions
about future climate; and the possible consequences of climate change for our
planet. The course explores evidence for changes in ocean temperature, sea
level, and acidity due to global warming. Students will learn how climate change
today is different from past climate cycles and how satellites and other
technologies are revealing the global signals of a changing climate. Finally,
the course looks at the connection between human activity and the current warming
trend and considers some of the potential social, economic, and environmental
consequences of climate change. It is intended for educators and those who are
interested in learning and teaching in this area.
|
15:256:537
Space, Time, and Motion: Course for Educators (3)
Throughout history, humans have grappled with questions about the origin, workings, and
behavior of the universe. This seminar begins with a quick tour of discovery
and exploration in physics, from the ancient Greek philosophers on to Galileo
Galilei, Isaac Newton, and Albert Einstein. Einstein's work then serves as the
departure point for a detailed look at the properties of motion, time, space,
matter, and energy. It is intended for educators and those who are interested in
learning and teaching in this area.
Prerequisite: Students should have taken an introductory physics course.
|
15:256:538
The Solar System: Course for Educators (3)
This
course provides an overview of what we know about the solar system: how it
began and evolved, its components and their properties, and how these elements
interact as a system. However, much of our knowledge remains incomplete, and so
unanswered questions and mysteries figure prominently in the story. This course
addresses our scientific understanding of the solar system, how we know what we
know, and many hotly debated questions at the cutting edge of scientific
research. It is intended for educators and those who are interested in learning
and teaching in this area.
|
15:256:539
Earth Systems: Course for Educators (3)
Though
the geologic record is incredibly ancient, it has only been studied intensely
since the end of the 19th century. Since then, research in fields such as plate
tectonics and climate change and exploration of the deep sea floor and the
inner Earth, have vastly increased our understanding of geological processes.
This course delves into the five questions listed below in order to understand
how our dynamic planet evolved and what processes continue to shape it. In the
process, learners will get to know the Museum of Natural History's Hall of
Planet Earth, explore geologic time, and gain an understanding of how
scientists study vast Earth systems. It is intended for educators and those who
are interested in learning and teaching in this area. 1. How do geologists
"read" the rocks? 2. How has the Earth evolved? 3. What causes
climate and climate change? 4. Why are there ocean basins, mountains, and
continents? 5. Why is the Earth habitable?
|
15:256:550
Biology and Society (3)
Acquaints prospective and in-service biology teachers with the core ideas, practices, and epistemology of biological sciences and how these should be reflected in science teaching and learning. Students engage in learning activities that exemplify new teaching approaches and standards, and reflect on their own learning and the design of the learning environment.
Prerequisite: Nonmatriculated students must seek permission of instructor.
|
15:256:551
Development of Ideas in Physical Science (3)
Acquaints prospective and in-service physics and chemistry teachers with the epistemology of physical science. Epistemology is the study of construction of knowledge. Being familiar with the epistemology of the discipline is crucial for teaching it. Focus is on how scientists learned the laws of physics and chemistry that we teach our students and why we believe in these laws now.
Prerequisite: Nonmatriculated students must seek permission of instructor.
|
15:256:552
Teaching and Assessment in Physical Science (3)
Helps pre- and in-service high school physical science teachers acquire pedagogical content knowledge and skills that are necessary to teach physics and chemistry (with a primary focus on physics). Includes the analysis of high school physics curriculum, detailed development of teaching strategies for most of the topics with adjustment for different students, lesson planning, and design of formative and summative assessment tools.
Prerequisites: 15:256:551; nonmatriculated students must seek permission of instructor.
|
15:256:553
Teaching and Assessment in Life Science (3)
Helps pre- and in-service life science teachers acquire pedagogical content knowledge and skills that are necessary to teach high school biology. Includes the analysis of high school biology curriculum, detailed development of teaching strategies for most of the topics with adjustment for different students, lesson planning, and design of formative and summative assessment tools.
Prerequisite: Nonmatriculated students must seek permission of instructor.
|
15:256:554
Science in PK and Elementary School: Learning and Assessment (3)
Impact on the elementary school of new developments in science and new refinements in the teaching of science; emphasis on content, method, material, and general curricular implications.
|
15:256:555
Research Internship in Science Education (3)
As participant observers of summer programs for high school students offered by various university departments of science, interns attend seminar and laboratory phases of these programs, which address current issues in science with broad social implications. In addition to studying how research is conducted in various fields of science, interns learn how such knowledge may be integrated into precollege science programs.
Prerequisite: Admission to the science teacher education certification program.
|
15:256:556
Understanding Evolution: A Classroom Perspective (3)
Helps pre- and in-service life science teachers see evolution from the perspective of the classroom. Presents an overview of evolution from a variety of perspectives encompassing molecular processes as well as those that occur in populations, both in time and space. Particular emphasis given to the central role of the species as the unit of evolutionary change. Within the context of species, adaptation, natural selection, speciation, classification, and phylogeny explored, and also the contemporary issue of meeting creationism head-on.
Prerequisite: Nonmatriculated students, permission of instructor.
|
15:256:557
Multiple Representations in Physical Science (3)
Acquaints prospective and in-service high school physics/chemistry teachers with the multiple representations method used in constructing concepts and teaching the concepts in physical science. Multiple representations are a powerful tool that aids the brain during concept acquisition and problem solving. Multiple representations enhance metacognition and epistemic cognition. Being familiar with the multiple representations used in a discipline is crucial for mastering and teaching it. Focus is on such representations as pictorial representations, motion and force diagrams, graphs, energy bar charts, and applications of these representations to problem solving.
Prerequisite: Nonmatriculated students, permission of instructor.
|
15:256:558
Topics in Science Education (3)
Examination of selected current problems and issues affecting science programs and teaching.
Prerequisite: Permission of instructor.
|
15:256:560
Using Results of Physics Education Research in Your Classroom (3)
Intended for practicing teachers of physics or physical science who want to learn more about current physics education research and its implications for instruction and improve their knowledge of physics content for teaching and the pedagogical content knowledge. Another goal of the course is to maintain a professional learning community of the graduates of the Rutgers physics teacher preparation program. The course spans two semesters with a total of 3 credits.
Prerequisite: High school or middle school physics teacher.
|
15:256:570
Special Problems: CASE Learning Program for Agriculture Education (3)
Special topics graduate course focusing on CASE Curriculum in Agricultural Science Education, part of the K-12 agriculture science curriculum initiative funded by 11 states nationally. New Jersey is a host state. A two-week course will be offered. Please see syllabus.
|
15:256:591
Topics in Science Education (3)
|
15:256:592
Topics in Science Education (3)
|
15:256:593
Topics in Engineering Education (3)
|
15:256:650,651
Seminar in Science Education Research I,II (3,3)
Examination of potential research topics and appropriate methodologies for research leading to the dissertation; focus on problem areas of science education.
Prerequisite: Permission of instructor.
|
15:256:654
Science Education Practicum (3)
Laboratory or fieldwork. Work on projects, often in science classrooms with individuals and/or small groups.
Prerequisite: Permission of instructor.
|
15:256:655
Independent Study in Science Education (BA)
Each student identifies and studies a substantive problem or issue in science education.
Prerequisite: Permission of instructor.
|
