Graduate Bulletin-College of Education

Brings students to significant issues both shared and complementary and to solutions both proposed and operative through active study and discussion. Intended for participation by students early in pursuit of Math/Science master's degree. Issues from pre-college and college/university level considerations and from less formal educational situations such as industry.

528. Current Practices in Mathematics and Science Education. (3 s.h.)

Brings math/science education to a state of awareness of contemporary practice in math and science instruction in schools and at post-secondary level. Topics reflect discipline areas and interactions between them at pre-college and college/university levels.

529. Aerospace Education Workshop. (3 s.h.)

Includes instruction in atmospheric and space sciences, dynamics of flight, navigation, communications, and air power. Designed to help teachers incorporate aerospace concepts in elementary and secondary school curricula. Field trips are correlated with instruction.

562. Field Biology and Ecology for Teachers. (3 s.h.)

For in-service and prospective teachers K-12 who wish to use principles and examples of ecology. The Schuylkill Valley Nature Center is used for field work investigating topics such as population, succession, and food chains.

565. Meteorology for Teachers. (3 s.h.)

Considers basic meteorological principles, drawing upon physics and chemistry as a basis for understanding. Includes synoptic meteorology as well as curricular concerns for secondary schools.

713. The Teaching of Science in Secondary Schools. (3 s.h.)

Prerequisites: 30 semester hours of science courses and teaching experience.

An in-service course that examines science-teaching strategies and their apparent effects on secondary pupils. Literature pertinent to this task introduced from the journals of science and science education. Development of classroom materials by teachers.

714. The Teaching of Biology. (3 s.h.)

Prerequisites: course in science education and biology and chemistry content.

A laboratory-oriented course designed to provide a comparative evaluation of secondary school biology curricula with emphasis on the BSCS Biology.

716. Teaching of Chemistry. (3 s.h.)

Prerequisites: course in science education and minimum of introductory general chemistry.

Orientation, methods, and materials for the CHEMS program and programs developing from CHEMS, emphasizing the role of the laboratory.

726. Demonstrations in Science. (3 s.h.)

Designed to give teachers an opportunity to develop skills in the use of demonstrations and demonstration-laboratory activities in their science classes.

727. Critical Issues in Mathematics and Science Education. (3 s.h.)

Brings students to high state of awareness of significant issues, both shared and complementary, and to solution to both proposed and operative. Intended for students early in Math/Science Doctoral degree program.

728. Curriculum Practice in Mathematics and Science Education. (3 s.h.)

Complements Math/Sci Ed 727. Deals with practice side of the enterprise, including implementation of research findings and the role of practice and sensitive research. Conducted as a seminar; focuses on developing and understanding of practices in use. Active teaching repertoire are evaluated, modified, and even perhaps abandoned.

730-731. Special Projects in Science Education. (3 or 6 s.h.)

An individual study course for advanced students and a few special students, teachers of kindergarten through college, who have a need or see a need to develop specific written curriculum materials or research projects under appropriate advisement.

743. The Academy of Natural Sciences as a Resource for Teachers. (3 s.h.)

The Academy of Natural Sciences as a teaching/learning resource will be explored by the student through interaction with the administrative, scientific, and educational staff of the Academy. Teachers develop knowledge for their own classroom purposes. Open to science and non-science teachers, K-12.

765. Laboratory Experiments in Relation to the History of a Science. (3 s.h.)

Allows students to gain historical perspectives of their science fields as these sciences relate to the development of the other major disciplines; biology, physics and the earth sciences. Each student will recreate one or more early classical experiments and develop materials for their own use and for use by others.

Second and Foreign Language Education (FL ED)

426-427. Special Projects in Foreign Language Education, Grades K-16. (3-6 s.h.)

For foreign language, TESOL, and bilingual education teachers. Students work on special projects such as drama techniques in language learning, humanistic techniques of teaching foreign and second languages, development of written curricular materials, and the dynamics of the second language class.

430. Curriculum and Methods in Foreign Languages. (3 s.h.)

Readings, theory, research, and demonstrations related to current methods and approaches for teaching foreign and second languages. Differences between learning a second language as a child, teenager, and an adult are explored. For foreign language, TESOL, and bilingual education teachers.

431. Innovations in Foreign Language Education. (3 s.h.)

For foreign language, TESOL, and bilingual teachers. Recent innovations or trends in foreign and second language education. Topics such as whole language, cooperative learning, authentic materials, pair and small group communicative activities in teaching the four skills, dialogue journals, jazz chants, and creating student and teacher-made materials.

433. Multimedia Approaches to Teaching Foreign Language. (3 s.h.)

Effective uses of various types of media in teaching all aspects of foreign and second language. Creating stimulating materials and demonstrating their use through mini-lessons. For foreign language, TESOL, and bilingual teachers.

437. Teaching Second Language Culture. (3 s.h.)

Devoted to how to teach culture and what to include. Identifying patterns of the target culture and areas of misunderstanding between cultures. Comparisons made between one's native culture and the target culture. Materials based on mini-dramas, simulations, and nonverbal communication are demonstrated and prepared by students for classroom use. For foreign language, TESOL, and bilingual education teachers.

610. Applied Language Study for Language Teachers I. (3 s.h.)

Provides an introduction to the study of languages, and examines the linguistic procedures involved in describing the phonological, lexical, grammatical and discourse systems of language. Considers the application of this study to the development of teaching materials and to the methodology of second and foreign language teaching.

614. Approaches to Teaching a Second and Foreign Language. (3 s.h.)

Examines approaches to the design, implementation and evaluation of second and foreign language curricula, undertaken through a study of 'method' construct, syllabus design, classroom methodology and lesson evaluation. How communication is constructed in a second and foreign language classroom, and how this provides opportunities for learning and language acquisition are also examined.

618. Second Language Acquisition. (3 s.h.)

Examines theories and research that address how learners acquire a second language (L2) in tutored and untutored settings, and provides a description of the major properties of learner-language and how these change over time. Examine external and internal factors that shape interlanguage development, including input/interaction, first language transfer, cognitive mechanisms of attention and language universals. Particular attention to the effects of formal instruction on interlanguage development.

| NEXT | PREVIOUS | MAIN |