Learning STEM in Informal Contexts

Units: 3

In this course, students will examine the theory, research, and practice of learning in informal contexts. The main focus of coursework will involve collaborative projects working with community partners who offer informal learning programs, including museums, zoos, aquaria, or other relevant organizations.

Offered in Spring Only

Units: 3

Contemporary learning theories and current research will guide students to create effective science learning environments for all students. Students will engage in critical analysis of current trends, issues and problems in science education in terms of multiple perspectives. Students will also have opportunities to contemplate what it means to teach science, what it means to teach a diverse population of students and how to develop, interpret, and implement alternative assessment.

Offered in Fall Only

YEAR: Offered Alternate Odd Years

Units: 3

Research had identified levels of science and mathematics learning that occurs in settings and situations outside of formal schooling. Learning Science in Informal Environments: Places, People, and Pursuits [National Research Council [2009] describes how experiences such as visits to parks, museums, and nature centers expand learning beyond the classroom. ECI 723 examines science and mathematics learning outside of formal in-school instruction and explores bridges between formal and informal/non-formal learning. Students will observe and collect data in informal settings, explore opportunities to evaluate learning, and examine theoretical frameworks for positioning research on informal learning.

Offered in Spring Only

Units: 3

Study and analysis of philosophical, historical, sociological, political and economic factors affecting science education in schools of the U.S. Implications for science education of various learning theories along with models for curriculum development and program planning.

Offered in Spring Only

YEAR: Offered Alternate Years

Units: 3

Introduction to science education research, within two focal areas. One focus is to learn to read, understand, evaluate, and apply published educational research in your own practice, with scaffolding to support your understanding of techniques and designs specific to and/or in the context of science education research. Another focus is to learn to conduct research in order to improve your effectiveness as an educator or solve educational problems. You will learn about ethics connected with research and will perform and interpret quantitative and/or qualitative analyses commonly used in science education research while carrying out a research project that you designed. You will learn about how research papers are structured and organized, and communicate your research findings in both oral and written form.

Offered in Spring Only

YEAR: Offered Alternate Odd Years

Units: 3

The course aims to develop: familiarity with research related to the teaching and learning of STEM content within technological learning environments, advanced knowledge of the ways technology can support teaching and learning in STEM, and ability to design technology-enabled learning experiences. Course activities are designed to enhance understandings and applications of technological tools within and across STEM disciplines.

Offered in Fall and Spring

Units: 1 - 3

Detailed investigation of topics of particular interest to graduate students under faculty direction on a tutorial basis. Determination of credits and content by faculty member in consultation with department head.

Offered in Fall Only

Units: 1 - 3

A project or problem in research in education for graduate students, supervised by members of the graduate faculty. The research chosen on basis of individual students' interests and not to be part of thesis or dissertation research.

Offered in Fall Spring Summer

Units: 3

This course is designed to provide disciplinary and interdisciplinary overviews of STEM issues and trends that will help graduate students construct their own theoretical foundations and practical understanding of STEM education. In the course, students will discuss a wide range of current issues, movements, and research-supported practices in STEM education not only in K-16 classrooms but also informal education settings. Students will also have opportunities to conceptualize their own framework for quality STEM education connecting research and practice in the field. A main course activity will be reading, analysis, and discussion of selected readings in each topic area. Students will share the responsibility of guiding class discussions, write up reflection and conceptualization, and conduct individual project that relates directly to the main topics explored in the course.

Offered in Fall Only