Fundamental concepts of numbers, their relation- ships, geometry and other mathematics topics for children of grades K-4. Emphasis on use of concrete materials and the development of language, appropriate learning experiences, computational skills, and problem-solving abilities.
Fundamental concepts of numbers, their relation- ships, geometry and other mathematics topics for children of grades K-4. Emphasis on use of concrete materials and the development of language, appropriate learning experiences, computational skills, and problem-solving abilities.
This course is designed to study intersections between gaming and the teaching and learning of STEM disciplines in P-20 education. A primary focus will be on enhancing teachers' ability to use critically examine different gaming avenues and designs to augment STEM learning experiences. Throughout the course the relationship between theory and practice will be emphasized in an attempt to understand some of the complexities and challenges in addressing critical issues in STEM learning and teaching.
This course serves as an independent study in STEM Education research for undergraduate students. The purpose of the course is to provide research experiences for undergraduate students interested in STEM Education research. All work to fulfill this course must be detailed clearly and described fully in advance using the approved learning contract. The student and faculty member will agree on a general schedule of meetings and the outcome of the experiences prior to beginning the course. May be repeated to a maximum of twelve credits.
This course, the second in a two course series, is intended to further develop the practical skills needed to develop effective STEM education teachers in the secondary classroom. Students will build upon the knowledge and experience they gained in SEM 421 by delving deeper into students' content area(s) through field experiences, implementation of a variety of instructional materials, and development of curricula appropriate for teaching STEM Education at the secondary level.
This course, the second in a two course series, is intended to further develop the practical skills needed to develop effective STEM education teachers in the secondary classroom. Students will build upon the knowledge and experience they gained in SEM 421 by delving deeper into students' content area(s) through field experiences, implementation of a variety of instructional materials, and development of curricula appropriate for teaching STEM Education at the secondary level.
A study of theoretical models and methodological strategies for teaching mathematics at the middle school level. The course will include a critical analysis of equity issues in middle school mathematics, using manipulatives across the curriculum, and strategies for promoting adolescents' curiosity in mathematics. This course is in conjunction with an eight-week field experience.
A study of applied models and methodological strategies for teaching science at the middle school level. This course will include applications such as project based learning, engineering design-based science, interdisciplinary science, and other innovative methods for applying national and state science standards to real-world contexts. Special emphasis will be given to lesson study and peer teaching and evaluation. This course is in conjunction with an eight-week field experience.
SEM 504 will give students the opportunity to explore STEM contents, technologies, instructional strategies, and assessments necessary in designing and developing a research-based, interdisciplinary, project- enhanced environment. In SEM 504 students will experience, evaluate, and design interdisciplinary, project-enhanced environments within STEM classrooms. Although this course is designed as a distance course, there are some required face to face meetings.
This course is designed to teach effective uses of educational technologies towards engagement in modeling-based inquiry in STEM Education. Students will learn the key components of facilitating modeling-based inquiry through their own building of accurate conceptual models of explanations of key STEM theories and underlying concepts.
