The Academic Departments

• Department of Science Education
• Department of Astro-Geophysics
• Department of Biology
• Department of Geology
• Supplementary Courses

Department of Science Education

Patricia L. Nason, Ph.D., Chair

Introduction

The Master of Science degree in Science Education at ICRGS prepares science teachers to use effectively the skills of learning and teaching to promote higher level thinking, inquiry, depth in content knowledge and hands-on science among students so the learner can draw valid scientific conclusions relating to the natural sciences, with special attention to teaching empirical science research methodology and empirical science analysis, as well as origins science analysis. 

This program enhances knowledge, skills, and abilities in science and pedagogy of science teachers. It is primarily intended for training teachers for middle and secondary schools, as well as educators who teach postsecondary freshmen and sophomores.

This program is also appropriate for some elementary teachers, science lecturers, administrators, and various types of science literature writers. 

ICRGS is especially sensitive and responsive to the unique niche and needs in the science education market for quality-trained science educators who can teach in those private schools that select or invite a creation science perspective, such as church-affiliated Christian K-12 schools, Christian liberal arts colleges, and Bible colleges, as well as for various Christian parachurch organizations, including creation science literature publishers.   

ICRGS’s program is uniquely positioned and equipped to serve the educational needs of this specialized education market, as that market seeks science teachers who can teach from the creation science perspective, yet who are also well-informed on (and who can comparatively teach) the evolutionary model for interpreting origins and empirical scientific data.

Program Objectives

The ICRGS graduate will be able to integrate content knowledge in science from the evolutionary and creationist perspectives in their curriculum and instruction.

The ICRGS graduate will be able to utilize knowledge of student development and culture in his or her classroom to (a) plan learning goals and objectives, and (b) to implement a variety of instructional methods that successfully convey scientific knowledge.

The ICRGS graduate will be able to apply skills in effective written, verbal, and non-verbal communication that exhibit the qualities of a communicator who stimulates the thinking of the listener/reader.

The ICRGS graduate will be able to (a) analyze research, (b) conduct his or her own research, and (c) develop curriculum and instructional materials that contribute to scientific knowledge in his or her science teaching field.

The ICRGS graduate will be able to implement assessment strategies for (a) self-evaluation, (b) student learning, (c) evaluation of curriculum and instruction, and (d) evaluation of scientific and educational research.

Prerequisites for Admission

The entrance requirements include a Bachelor's degree in a field of science and/or science education and/or science teaching experience, with adequate science or science education preparation as described in the minor. An overall 2.75 undergraduate GPA (3.0 in science and science-related courses) is required for admission into the graduate program. Students whose overall GPA falls between 2.5 and 3.0 may be admitted on probation, which means they will not be officially admitted into the program until they have completed 9-12 quarter hours with a GPA of 3.0 or higher. Students whose overall GPA is lower than 2.5 may be required to take the general GRE, which must be passed with a score of 1000 (adding the verbal and quantitative scores).

Requirements for Graduation

A total of 54 quarter hours (equal to 36 semester hours) of work beyond the bachelor’s degree are required for the Master’s degree. The requirements are composed of 22.5 quarter hours of core science education courses, 24 quarter hours from the department of the minor (Astro-Geophysics, Biology, Geology, General Science), 3 quarter hours of independent research, and 4.5 quarter hours of electives.

All Master’s degree students are required to complete a formal paper that is comparable to a refereed journal article. The paper will present a study in a field of science or science education. It will be journal submission "ready" before being accepted.

Courses

SE 501 Advanced Educational Psychology: Understanding the Learner
4.5 quarter hours

Survey of principles of developmentalism with an emphasis on skills that apply to successful science teaching. Topics include the importance of developmentalism; intellectual, social, moral, emotional, and spiritual development; ethnicity and cultures; individual uniqueness; cognitive psychology; constructing knowledge, thinking skills; behavioral approaches to learning; motivation; brain research and multiple intelligence. Note: There is an observation component to this course. (Prerequisite: admission to the Graduate School)

SE 502 The Science Curriculum
4.5 quarter hours

Study of curricular trends in science education in the United States, examination of philosophical implications of various approaches to curriculum design, and evaluation of current science curricula. Topics include: National Science Education Standards (NSES); progressivism, cognitive, traditional, behavioral, and structure of the disciplines curriculum approaches; process skills, behavioral objectives, inter- and intra-disciplinary, inquiry and assessment approaches, hands-on science, societal trends and issues. Includes individual/group scope and sequence project. (Prerequisites: SE 501; completion of courses in the minor or consent of instructor)

SE 503 Planning Science Instruction Methods
4.5 quarter hours

Planning and developing instruction that maximizes and supports learning through the use of the 5-E approach including active participation of students. Topics include: lab investigations (scientific method), discrepant events, brainstorming, cooperative learning, mind mapping, scientific inquiry, the use of technology, simulations, authentic assessment, interactive lectures, student projects. Variety of strategies required to be used in lesson plans. (Prerequisites: completion of science content courses and SE 502 or consent of instructor)

SE 504 Research in Science Education
4.5 quarter hours

Survey of the basic principles of science education research through analysis of research in science education. Topics include: interpreting science education research; qualitative and quantitative research designs; formulating a research problem, collecting data, using research tools, communicating the results; historical research; evaluation research; case studies, action research, and statistical techniques. Students will conduct interviews, surveys, observations; collect and analyze data as class project. Students will submit a proposal for a research paper that is to be completed before graduation. (Prerequisites: SE 503)

SE 505 Implementing and Assessing Science Teaching
4.5 quarter hours

Application and evaluation of content knowledge, instructional and assessment skills in the learning environment. Assessment of effectiveness in the classroom setting. Self-critique of video-taped instruction implementing the 5-E learning cycle. Topics include: effective communication, formative and evaluative assessment strategies (applied), positive feedback, reflective evaluation, engaging students. Note: this course has a practicum. (Prerequisites: capstone course; all coursework must be completed except SE 507 Independent Study)

SE 510 Special Topics in Science Education
Variable quarter hours

Hands-on courses offered as the need arises for various topics in Science Education.

Click here for information on the Minor In General Science