Master of Arts in Teaching in Science Education
Course Info & Schedule
The 30-credit MAT can be completed in 18 months. It is
designed to meet the needs of working professionals by delivering courses
through a combination of online interactions, videoconferencing, and
face-to-face meetings. Cohorts of 10-15 students will move together through a
sequence of six modules. Each module will be three credit hours. Face-to-face
meetings will be just one Saturday per month and you can choose between coming
to campus in Shippensburg or the Dixon University Center in Harrisburg. At the
beginning of the program, students will be assigned an experienced science
teacher in a local school as a mentor and approximately 25 hours of observation
and co-teaching per module will be required. During the 12-week student
teaching practicum (12 crs.), students will implement principles from the
modules and assume responsibilities for planning, instruction, and assessment.
Two capstone projects, a professional portfolio and the results of a research
project, will be presented at the end of the program.
The sequence for completing the MAT is as follows (assumes a June start; modules and timelines will shift depending on start of sequence):
- One module during the first summer (3 credit hours)
- Four modules during the first academic year (12 credit hours)
- One module during the second summer (3 credit hours)
- Student teaching during the fall semester of second academic year (12 credit hours)
- Presentation of professional portfolio and research project during December of fall semester of second academic year
- Assistance with job placement during the spring semester of the second academic year
SCed510 Foundations of Science education in the united States (3 crs.)
Includes the historical and philosophical foun-dations of secondary education in the United States with particular emphasis on science education (i.e. the nature of science). Current issues such as federal and state educational policies and curriculum standards, standard-ized testing and accountability, and profes-sional expectations for teachers will also be discussed.
SCed520 research and Contemporary issues in Science education (3 crs.)
Surveys various research approaches in science education including quantitative, qualitative, and mixed methods. Emphasis placed on research characterizing contemporary issues such as inquiry-based instruction, effects of curriculum standards and standardized testing, and nature of science instruction. Action research (for the purpose of improving one’s own practice) included and each student will design a project to be completed and presented as part of the capstone review (SCED590).
SCed530 instructional Strategies and Technology in Science education (3 crs.)
Assists the student with understanding the variety of strategies and philosophies behind those strategies for presenting instruction. -ence education (learning cycle, 5E, and inquiry based instruction) will be utilized. Students develop their own instructional philosophy in concert with the national efforts in the science classroom observations, plus simulated and real teaching activities. Students will be pre-pared to design coherent instruction through curriculum design, unit planning and individual daily lessons. Also includes understanding how the instruction/assessment/evaluation process occurs and results in a student grade.
SCed540 assessment in Science education (3 crs.)
Includes all facets of the assessment process within the science classroom. Standardized achievement, diagnostic and aptitude tests, and teacher constructed tests will be examined. Emphasis placed on assessing students’ conceptual understanding within the sciences through a variety of formative and summative assessment strategies. Also includes under-standing how the instruction/assessment/evaluation process occurs and results in a student grade.
SCed550 Safety and Welfare in Science education (3 crs.)
Surveys the primary safety concerns in science instruction with emphasis on chemical safety, safety equipment and procedures, and legal and ethical considerations for using live and preserved organisms in the classroom principles and legal requirements for classroom design and how classrooms -modate students with learning and physical disabilities also included.
SCed560 accommodating all Students in Science Teaching (3 crs.)
Examines the intellectual, physical, sensory and social-emotional differences of individuals as they pertain to learning processes. Also addresses the needs of English Language Learners (ELL) in the science classroom and how to best accommodate these students within a science classroom for opportunities to be engaged in all aspects of learning science.
SCed590 Student Teaching and Science education Practicum (12 crs.)
MAT capstone course consists of two parts: 1) A twelve-week student teaching experience where students assume incrementally more responsibilities for lesson planning, assessment, classroom management, and other teacher-related duties under the guidance of an experienced mentor teacher and a university supervisor. Assignments include a comprehensive unit plan and an assessment portfolio. 2) A four-week period where students complete and present their professional portfolios and action research projects to a panel of secondary science teachers and university professors.