Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.
Apply and use physics concepts and laws to understand modern medical techniques. Develop lessons to integrate physics, as it relates to medicine, into other courses.
Emphasizes formation of a "safety culture" in science and/or art. Federal and state regulations are covered. Course product is a safety manual for the laboratory or studio.
Graduates only. Understanding of general chemistry is highly recommended. Examination of chemistry topics with real-world applications. Methods for the use of skills and themes in chemistry to encourage higher-level thinking in students in the high-school setting.
(3 lecture, 2 laboratory) Prerequisite: CHEM 111 & CHEM 112 or consent of instructor. The emphasis of this course is on how to teach chemistry concepts within the context of the kitchen, medicine cabinet, household cleaning, and the garden. No credit for Chemistry M.S. or Chemical Education Ph.D.
(Laboratory) Become familiar with professional responsibilities of teaching science and provide entry level operational knowledge of instructional strategies, techniques, materials, and technology available along with required science content. Students lead discussions and teaching situations.
Co-requisite: EDFE 554. Prerequisite to student teaching. Consider curriculum and classroom organization, testing and evaluation, procedures and materials, relationship of subject area to total secondary program, emphasizing teaching techniques and of technology use. Students will lead discussions and teaching situations.
Provides an overview of the principles and skills required to teach non-formal and informal education with an adult/community education perspective.
Prerequisite: BIO 110. Explores use of scientific "controversies" as a teaching strategy to understand the nature of science. Empirical evidences supporting major biological concepts are integrated with pedagogical strategies.
This course is an in-depth study of cell biology. Emphasis will be placed on cell structure, cell signaling/regulation, and cellular division/growth. In addition, students will explore effective teaching strategies to facilitate the learning of cell biology at secondary school level.
Prerequisite: BIO 100 or BIO 110 or consent of instructor. Masters only. Teachers understand evidence that supports ecology and evolution as unifying concepts in biology. Biological concepts are integrated with pedagogical strategies appropriate for teaching at secondary level.
Designed for teachers. Study laws of heredity, molecular structure and function of genes, and emerging genetic technologies. Genetic concepts are integrated with pedagogical strategies appropriate for teaching genetic principles.
(2 lecture, 2 laboratory) Prerequisite: EDFE 125. Develop a knowledge of objectives, methods and materials needed for teaching a functional elementary science program. Laboratory activities included.
Students will explore and define the elements of inquiry in P-16 science education from the perspective of teaching with inquiry, ability to do inquiry, and as part of science content.
An online course focusing on Colorado water resources and environmental issues in an Earth Systems context. Applications to societal issues and inquiry learning are emphasized.
This course will provide practicing teachers an introduction to science education research with a focus on research design development, qualitative and quantitative research and data analysis techniques.
Prerequisite: 8 credit hours of graduate science coursework. Graduates only. An online, problem-based course in which students conduct data analysis on climate variability, modeling, and Earth system impacts and apply results to societal issues.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.
Analyze elementary and middle level science programs regarding learning theory, research and the new Colorado Model Content Standards for science. Applications include strategies, management, and science technology and society.
Investigate current science education research, report on topics of interest in recent literature, discuss individual research problems. Repeatable, maximum of four credits.
A survey of contemporary trends and issues associated with designing, implementing and evaluating science curricula at the secondary and tertiary levels.
Prerequisite: SRM 502 or equivalent. An introduction to research in discipline-based science education, providing background and experience in the major activities associated with current practice in both field-based and quantitative studies.
(Research) Prerequisite: SCED 600. Research a problem in K-12 science education relevant to students’ teaching situations. Develop goals, review literature, and plan an action research project. This course is the first of three courses.
(Research) Prerequisite: SCED 695. Conduct the action research plan developed and approved in SCED 695. An approved Action Research Plan Project is required to take this course. Second of a three course series.
(Research) Prerequisite: SCED 696. Complete the action research project by developing a summary and discussion. The final project must be presented to the action research committee. Final of a three course series.
Prerequisite: SCED 600 or equivalent. For majors in the Graduate Interdisciplinary Degree Program M.A. Science Education Emphasis who wish to complete a thesis. S/U Graded. Repeatable, maximum of 6 credits.