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The University of Texas at Dallas
Graduate Admissions

Science and Mathematics Education Course Descriptions

SME Core Courses and Seminar  

SME 5100 Introductory Graduate Seminar (1 semester hour) An introduction to the resources and opportunities available within the M.A.T. degree programs and the University of Texas at Dallas. (1-0) S
SME 5301 Science, Mathematics, and Society (3 semester hours) An exploration of STEM issues in society that impact the teaching of science and mathematics. Students define researchable science and mathematics questions, set up research studies, use mathematics and technology in context, make applications to global STEM issues in society, and study the importance of citizen involvement in the learning and teaching of science and mathematics. (3-0) Y
SME 5302 Teaching and Learning of Science and Mathematics (3 semester hours) Theories of learning and teaching in science and mathematics are explored through the lens of metacognition. Students apply metacognition theory and education research techniques to their own learning. Topics include student motivation, causation vs. correlation, cognitive and psychological development (brain research), qualitative and quantitative research methods, validity and reliability of research, ethics of research with human subjects, and decision-making strategies for education issues and policies. (3-0) Y
SME 5303 Introduction to Research and Evaluation in Science and Mathematics Education (3 semester hours) Expansion of students’ knowledge and application of STEM education research including research approaches to evaluation of curricula and student achievement. Focus on designing research questions concerning current understanding in science and mathematics education and questions for future investigations. What we can know through research and what research cannot/does not tell the teacher will be central to the course. Students explore the appropriateness of specific methods of doing education research in answering particular questions and developing creative education research (as opposed to replication of previous research). Pre-requisite SME 5302. (3-0) Y
SME 5304 Reflections on Science and Mathematics Education (3 semester hours) Critical reflection on prior courses in the Science/Mathematics Education core sequence emphasizing metacognition and STEM education research. Students reflect on themselves as teachers and learners, on research-based strategies for overcoming challenges in teaching and learning, and on their own potential for impacting education as individual practitioners and researchers. All students will conduct a small research study. Pre-requisite SME 5303. (3-0) Y

THESIS RESEARCH  

SME 6V98 Thesis Research (3 to 6 semester hours) May be repeated. ([3-6]-0) Y

SCIENCE EDUCATION COURSES  

SCE 5334 Instructional Strategies in Science (3 semester hours) Designed for the master teacher/department leader, strategies for fostering an integrated science program based on national and Texas curriculum and assessment standards are presented through hands-on activities. (3-0) T
SCE 5V06 Special Topics in Science Education (1-3 semester hours) (May be repeated for credit to a maximum of 9 hours.) ([1-3]-0) S
SCE 5V07 Science Ed Independent Study (1-6 semester hours) Faculty-supervised independent study in science education and science education research. May be repeated for credit regardless of topics (12 hours maximum). ([1-6],0) (Y)


SCIENCE CONTENT COURSES
 

SCI 5321 Science for Elementary School Teachers (3 semester hours) Fundamental concepts in chemistry, physics, life and earth sciences, with particular emphasis on their applicability to the elementary science curriculum. Includes laboratory activities. (May be repeated to a maximum of 9 hours.) (2-3) Y
SCI 5322 Basis of Evolution (3 semester hours) From Assembling the Tree of Life to new drug developments, evolution theory is at the core of biology advancements. The concept of evolution is discussed for its relevance as a basic understanding for a scientifically literate society and processes and mechanisms of natural selection are examined.. Topics include pertinent history, the fossil record, extinction, emergent species, the human experience, and applied evolution technologies. Students will explore the origins of evolution theory, public misconceptions, teaching, and evolution education research. An intensive scientific argumentation component (rather than debate) through discourse, advanced readings, presentations, panel discussions, and formal writing is required. Viewpoints examined include those of evolutionary biologists and research scientists. (3-0) T
SCI 5323 Laboratories and Demonstrations for Middle School Science Teachers
(3 semester hours).
Emphasis on ways that laboratory work and demonstrations help pre-high school students to acquire lasting understanding of concepts in chemistry and physics.  Through a variety of laboratory exercises and demonstrations, teachers will be encouraged to select appropriate materials for their curriculum.  Development of laboratory and demonstration presentation skills as well as new modules will be included. (2-3) Y
SCI 5324 Ecology (3 semester hours) Ecology is the study of the interrelationships and patterns of organisms and their environments. Students will examine general ecological principles as related to productivity, population diversity, communities and ecosystem functions. Hands-on activities explore plant/insect interactions through traditional research and digital field sampling methods. This inquiry-based introductory course is aligned with instructional technology and ecology science teaching standards in the context of real-world constructivist practices. Participants will conduct student designed scientific investigations, including research question development, field collections, data analysis methods, and scientific writing. Students will prepare and submit a scientific journal manuscript. Includes a major field study component with daily and overnight off-campus field trips. Viewpoints examined include those of ecologists, entomologists, environmental scientists, and teachers. (2-3) T

SCI 5326 Astronomy: Our Place in Space (3 semester hours) Focus is on developing student understanding of how our planet fits within a larger astronomical context.  Topics include common misconceptions in astronomy, scale in the Solar System and beyond, phases of the Moon, seasons, navigating the night sky, our Sun as a star, space weather, properties and lifecycles of stars, galaxies, and cosmology. (Same as PHYS 5319) (3-0) T
SCI 5327 Comparative Planetology (3 semester hours) Every world in the solar system is unique, but none more so than our own planet Earth. The course is an exploration of the astrophysical, chemical, and geological processes that have shaped each planet, moons and the myriad of rocky and icy bodies in our solar system with a special emphasis on what each tells us about Earth, and what discoveries of worlds orbiting other stars may tell us about our planetary system and home world. (Same as PHYS 5327) (3-0) T
SCI 5328 Marine Science 
(3 semester hours) Acquaint STEM teachers with basic principles of marine science and with issues surrounding our use of the oceans and their resources.
Students will also gain experience in conducting research, presenting results, and developing lessons for their students. (2-3) Y

SCI 5329 Bioethics (3 semester hours) Bioethics incorporates philosophy and values that are at the heart of emerging technology, research, public understanding, and government policy. Focus on issues related to biotechnology in health care, ecology, agriculture and environmental disciplines including genetic transference, applied evolution technologies, assisted suicide, and new reproductive technologies. Students explore hypothetical and actual cases of bioethical dilemmas. Intensive writing component and discussion of teaching and policy development. Viewpoints examined include those of scientists, health professionals, theologians, policymakers and laypeople. (3-0) T
SCI 5330 Emerging Topics in Biology (3 semester hours) The media frequently announce biology advancements and research that affect human health, basic living needs, and biology education without critical analysis, often resulting in confusing the public and curtailing scientific literacy. Examination of resources and methods to critically evaluate biological information and scientific articles for sound theory development, research methods, and practical application. Topics include recent discoveries in the life sciences that meet the needs of society, health, and environmental issues. Although the topics build on emerging issues, they may include content areas such as cell and molecular biology, agriculture, epidemiology, and global warming. Students will examine effective ways to bring in new curricula into established course settings. Advanced curriculum writing component focused on science literacy. Viewpoints include those of biological research scientists, health professionals, and science education researchers. (3-0) T
SCI 5331 Conceptual Physics I: Force and Motion (3 semester hours) Focus is on deepening the participants' conceptual understanding of physics, emphasizing its applicability to the pre-college and undergraduate classroom.  Uses inquiry-based approaches including examples of physics in the everyday world and connections to other fields of science. Topics include foundational concepts of forces, Newton's laws, energy, and momentum. (Same as PHYS 5331) (3-0) T
SCI 5332 Conceptual Physics II: Particles and Systems (3 semester hours) Focus is on deepening the participants' conceptual understanding of physics emphasizing its applicability to the pre-college and undergraduate classroom.  Uses an inquiry-based approach including examples of physics in the everyday world and connections to other fields of science. This second class in the Conceptual Physics series builds on concepts from SCI 5331 to explore transfers of energy and forces within and between systems of particles. Topics include states of matter, fluids, waves and sound, and thermodynamics. (Same as PHYS 5332) (3-0) T
SCI 5333 Conceptual Physics III: Atoms, Charges, and Interactions (3 semester hours) Focus is on deepening the participants' conceptual understanding of physics, emphasizing critical thinking and applications to the pre-college and undergraduate classroom. Uses inquiry-based approaches including examples of physics in the everyday world and connections to other fields of science. This third class in the Conceptual Physics series builds on concepts from SCI 5331 and SCI 5332 to explore interactions between particles of matter. Topics include inter- and intra-molecular forces, light, electricity and magnetism, and the nature of the atom. (Same as PHYS 5333) (3-1) T

SCI 5337 Rockin' Around Texas (3 semester hours)  Provides greater familiarity with earth science and a bank of resources and instructional materials needed to lead geology field trips anywhere in Texas. Teachers will participate in extensive field, laboratory, and class work mostly conducted in a problem-based learning format. (2-3) T
SCI 5340 Statistics for Science/Mathematics Education (3 semester hours) Understanding and application of statistical techniques needed in the design and interpretation of research in science/mathematics education.  Includes descriptive and inferential statistics, regression, computer-based tools, and other appropriate topics. (3-0) Y

SCI 5341 Astrobiology (3 semester hours) The ultimate integrated science, astrobiology brings together cutting-edge research from the fields of astrophysics, planetary science, terrestrial geosciences, and biology, to build understanding of how the history and diversity of life on our own planet relates to the possibilities for life on other worlds. This graduate-level survey course is designed to challenge participants of all backgrounds in a thoughtful and scientifically-based exploration of the young and dynamic multidisciplinary field of astrobiology. (Same as PHYS 5341) (3-0) T
SCI 5425 Integrated Science
(4 semester hours) Investigation of science standards using pedagogical models of best practice applicable to a variety of learners in diverse contexts.
Inquiry-based investigations featuring various topics in physical, earth and life sciences - with a hands-on emphasis on the latest scientific research and educational application. Courses are offered online only. (May be repeated to a maximum of 12 hours as topics vary through earth, life and physical sciences.) (4-4) Y
SCI 5V06 Special Topics in Science (1-3 semester hours) (May be repeated for credit to a maximum of 9 hours.) ([1-3]-0) S
SCI 5V08 Science Independent Study (1-6 semester hours) Faculty-supervised independent study in science content areas. May be repeated for credit regardless of topics (12 hours maximum). ([1-6]-0) (Y)
 

MATHEMATICS EDUCATION COURSES  

MTHE 5321 Problems Using Algebra (3 semester hours) Analysis of the relationship of "school algebra" to "abstract algebra," solving non-routine problems involving these concepts and adapting them for classroom use. The role of functions, the relationships between the verbal, visual, and symbolic representations of algebraic concepts, and the role of technology in learning algebra will be emphasized. No credit allowed to mathematical sciences majors except those in M.A.T. program. Prerequisite: A junior-level mathematics course. (3-0) T
MTHE 5322 Problems Using Geometry
(3 semester hours) Analysis of the relationship of "school geometry" to "college geometry," solving non-routine problems involving these concepts, and adapting them for classroom use.
Topics include the van Hiele levels of reasoning, geometric transformations, the role of conjecture and proof, applications of geometry, and the role of technology in learning geometry. No credit allowed to mathematical sciences majors except those in M.A.T. program. Prerequisite: A junior-level mathematics course. (3-0) T
MTHE 5323 Problems Using Pre-calculus
(3 semester hours) Analysis of the relationship of "pre-calculus" to "real analysis," solving non-routine problems involving these concepts and adapting them for classroom use.
The role of functions will be emphasized. Topics include functions [polynomial, rational, trigonometric, exponential, logarithmic], measurement trigonometry, vector functions [parametric equations], conic sections, real-world applications, and the role of technology in learning pre-calculus. No credit allowed to mathematical sciences majors except those in M.A.T. program. Prerequisite: A junior-level mathematics course. (3-0) T

MTHE 5324 Problems Using Discrete Mathematics (3 semester hours) Selected concepts in discrete mathematics. Solving non-routine problems and adapting them for classroom use and incorporating topics from discrete mathematics into existing high school courses. Topics include number theory, combinatorics, probability, and applications of matrices. Appropriate technology will be used. No credit allowed to mathematical sciences majors except those in M.A.T. program. Prerequisite: A junior–level mathematics course. (3-0) T
MTHE 5325 Problems Using Mathematical Modeling (3 semester hours) Selected concepts in mathematical modeling. Solving non-routine problems and adapting them for classroom use and incorporating topics from mathematical modeling into existing high school courses. Topics include the construction, use, and analysis of empirical and analytical mathematical models, using modeling tools such as functions, curve fitting, simulation, matrices, difference and differential equations, finite graph theory. Appropriate technology will be used. No credit allowed to mathematical sciences majors except those in M.A.T. program. Prerequisite: A junior-level mathematics course. (3-0) T
MTHE 5326 Problems Using Statistics and Probability
(3 semester hours) Selected concepts in statistics and probability.
Solving non-routine problems and adapting them for classroom use and incorporating topics from statistics, probability, and data analysis into existing high school courses. Topics include describing patterns in data and their variability, sampling and experimental design, exploring random phenomena using probability and simulation, and statistical inference. Appropriate technology will be used. No credit allowed to mathematical sciences majors except those in M.A.T. program. Prerequisite: A junior-level mathematics course. (3-0) T

MTHE 5V06 Special Topics in Mathematics (1-3 semester hours) (May be repeated for credit to a maximum of 9 hours.) No credit allowed to mathematical sciences majors except those in M.A.T. program. ([1-3]-0) S
MTHE 5V09 Math Ed Independent Study (1-6 semester hours) Faculty-supervised independent study in mathematics education and mathematics education research. May be repeated for credit regardless of topics (12 hours maximum). ([1-6]-0) (Y)

 

Last Updated: September 28, 2011