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)