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Department of Science Education and Mathematics Education
http://www.utdallas.edu/dept/SciMathEd/resources.htm Faculty
Professors: Thomas R. Butts, Frederick L. Fifer,
Jr. Visiting Faculty: Russell
Hulse Science Education
Specialist: Barbara A. Curry Disciplinary science and mathematics courses are taught by
faculty members in that discipline. Objectives
The Master of Arts in Teaching (M.A.T.) degree in Science
Education stresses training in the art of teaching and advanced knowledge in
the science selected for major specialization. Designed for individuals with
significant ability in a discipline and a serious commitment to teaching, the
program offers an opportunity for professional development of experienced
teachers. The M.A.T. degree in Mathematics Education is aimed at mathematics and
computer science teachers in grades 8 - 12 and the community college level.
[For mathematics teachers in grades 4 - 8, there is a comparable degree in
the MAIS program.] It is a content-oriented program that strives to achieve a
balance between increasing subject-matter knowledge and investigating
relevant pedagogical and content issues of the mathematics curriculum with an
emphasis on linking collegiate mathematics with secondary mathematics. Facilities
Scientific equipment which supports the various programs
at the university is available to students in the M.A.T. program. Facilities
in biology, chemistry, computer science, geoscience, mathematics and physics
are briefly described in the respective disciplinary sections of the catalog.
Admission Requirements
See the University's general admission requirements here. Special permission from the Department Head is required for admission. Science Education
Admission to the Graduate Program in Science Education
requires, in addition to general University requirements, at least 24 hours
in science. Students with strong backgrounds in an area of specialization are
encouraged to discuss alternate plans with the Science Education Graduate
Adviser. Students without the required science content backgrounds will be
required to correct the deficiencies prior to admission. Mathematics Education
Admission to the Graduate Program in Mathematics Education
requires, in addition to the general University requirements, includes at
least one year of calculus, linear algebra and a junior-level course
involving mathematical proof. Those teaching mathematics in grades 4 - 8 may
wish to consider the option "The Teaching of Mathematics in Grades 4 - 8"
in the Master of Arts in Interdisciplinary Studies [MAIS] program. Consult
the Graduate Adviser for details. Degree Requirements
The University's general degree requirements are discussed
here. Additional requirements for each M.A.T.
degree are described below. Science Education (Thesis Option; both online and traditional)
All students seeking the Master of Arts in Teaching
(M.A.T.) Science Education degree (thesis option) must satisfactorily
complete the following requirements (minimum of 36 graduate semester hours):
In addition to the above requirements, students must
submit, no later than the second semester of enrollment, an acceptable
research proposal to the supervising committee. Upon completion of the thesis
research, the candidate will publicly defend the thesis. The thesis is
directed by a Supervising Professor and must be approved by the Head of the
Science/Mathematics Education Department. "Opportunities
may arise for students to work directly in local schools.� Be advised that public schools and many
private schools within the state of Science Education
(Non-Thesis) The M.A.T. degree in Science Education requires 36
semester hours, distributed as follows: Science Education Courses (9 hours) SCE 5301 Critical Issues in
Science Education Science Content Courses (18-24 hours) Primary Area: 12-16 hours in
biology, chemistry, geosciences, or physics. Electives (3-12 hours) Three to twelve hours of
electives are taken to complete the required minimum of 36 hours. These
elective hours, chosen with the Graduate Advisor, may include additional
science, mathematics, education and science education courses. No more than two of the four courses required for a
primary area may be taken during a summer field trip. No more than 15 hours
will be accepted for transfer credit. Under appropriate circumstances, the
Department Head may make substitutions for portions of these requirements. Mathematics Education
The M.A.T. degree in Mathematics Education requires 36
semester hours, distributed as follows: Mathematics Education Core Courses (15 hours) Five approved courses chosen from: Other relevant courses approved
by the Graduate Adviser Students wishing to emphasize
computer science may substitute appropriate courses for those in the
Mathematics Education Core as approved by the Graduate Adviser. Professional Course (3 hours)
MATH 5310 (ED 5306) Seminar: The
Teaching of Mathematics and Computer Science. Guided Electives (18 hours) Six courses in mathematics,
computer science or other area involving applications of mathematics or
pedagogy (approval by Graduate Adviser required).� MATH 5320 (which may be repeated up to six times)
is highly recommended. Science Education Course Descriptions
SCE 5301 Critical Issues in Science Education (3
semester hours) Examination of classic
issues in science and technology and the relationships developed between them.
Topics include population and population growth, food and food sources,
energy and energy sources, water needs/solutions, diseases and cures, housing
– safe and adequate, environmental issues – personal and
political, and security – local and global. Also offered through
the MAT-SE online strand. (3-0) Y SCE 8398 Thesis
Research (1 to 6 hours credit)
May be repeated. (3-0) Y SCI 5320
Astrobiology (3 hours credit)
The ultimate integrated science, astrobiology brings together from the fields
of astrophysics, planetary science, terrestrial geosciences, and of course,
biology, an understanding how the history and diversity of life on our own
planet relates to the possibilities for life on other worlds. (2-3) T SCI 5322 Basis of Evolution (3
hours credit) Through discussions of the nature of science, Charles
Darwin’s travels, natural selection, the geologic record, and other
topics, students will be acquainted with the scientific data that supports
evolutionary theory. (2-3) T SCI
5325 Integrated Science for Teachers (3 semester hours) Investigation of science
standards using pedagogical models of best practice applicable to a variety
of learners in diverse contexts. Inquiry-based investigations feature 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 9 hours as topics
cycle through earth, life and physical sciences.) (3-0) Y SCI 5326 Astronomy:
Our Place in Space (3 hours credit)
This course focuses on developing student understanding of our planet fits
within a larger astronomical context.�
Topics will 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, properties and lifecycles of stars, galaxies, and
cosmology. (2-3) T SCI 5327 Comparative
Planetology (3 hours credit) Every
world in our solar system is unique, but none more so than our own planet
Earth.� In this course we will explore
the astrophysical, chemical, and geological processes that have shaped each
planet, moons and the myriad of rocky and icy bodies in our solar
system.� We will also investigate what
discoveries of worlds orbiting other stars may tell use about our own solar
system and home world. (2-3) T SCI 5328 Marine
Science (3 hours credit) The
purpose of this class is to acquaint students with issues surrounding our use
of the oceans and their resources. Students will also gain skills in writing
an on-line lesson plan and in preparing a research report. (2-3) Y SCI 5331 Physics in
the Classroom I: Force and Motion (3
hours credit) The primary focus of the class will be deepening the
participants’ conceptual understanding of physics, always with the
added component of applicability to the pre-college classroom.� We will use a hands-on approach, and will
utilize FOSS, Cambridge Physics (CPO), and examples of physics in the
everyday world. (2-3) T SCI 5332 Physics in
the Classroom II: Energy in Motion (3
hours credit) The physics content topics will be covered in workshop
style, with hands-on materials available in local districts or demonstrations
and experiments that can be done with inexpensive or common materials.� Students will also be expected to think critically
about how topics discussed in the course can relate to their own classrooms.
(2-3) T SCI 5333 Physics in
the Classroom III: Physics in the Modern World (3 hours credit) The physics content topics covered in this
course will deepen the participants’ conceptual understanding of
physics, using hands-on materials available in local districts or
demonstrations and experiments that can be done with inexpensive or common
materials. (2-3) T SCI 5334 Instructional Strategies in Science
(3 hours credit) 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 SCI 5335
Environmental Field Methods (3
hours credit) Hands-on activities explore the properties and qualities of
water through traditional and digital sampling methods. Designed for
teachers, this inquiry-based course addresses information technology and
environmental science standards in the context of real-world constructivist
practice. May be repeated for credit as topics change. (2-3) T SCI 5330 Special Topics (3 semester hours) May
repeat for credit to a maximum of 9 hours. (3-0) 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 Mathematics Education Course Descriptions
MATH 5310 (ED 5306) Seminar: The Teaching of
Mathematics and Computer Science
Emphasis on (1) problem solving, (2) linking
‘college mathematics’ and ‘secondary mathematics’,
and (3) using technology. Content varies from term to term with courses in algebra,
geometry, precalculus, calculus, probability/statistics, discrete
mathematics, mathematical modeling. (May be repeated to a maximum of 15
semester hours.) (May not be counted as credits toward the M.S. or Ph.D.
degrees in Mathematical Sciences.) (3-0) Y MATH 5V06 Special Topics in Mathematics (1-3
semester hours) (May be repeated for credit to a maximum of 9 hours) (May not
be counted as credits toward the M.S. or Ph.D. degrees in Mathematical
Sciences.) ([1-3]-0)S |