Natural and Applied Sciences Courses

Science Education (SCI) courses

  • SCI 605 Intellectual Foundations of Science and Technology

    An historical and philosophical examination of the origins and the development of science and technology. The differences between science and technology, their interrelationships in modern times, and the impact of each of these on society will be considered. May be taught concurrently with SCI 505. Cannot receive credit for both SCI 505 and SCI 605.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • SCI 662 Teaching Science Using Technology in the Classroom and Laboratory

    Prerequisite: SCI 784.

    In this course, students will experience hands-on uses of technology in the science classroom and science teaching laboratory. Instruction will focus on safe and effective uses of laboratory techniques and technology to teach science. The course will emphasize the potential of the science laboratory as a vehicle to promote student understanding of science and scientific inquiry. There is a special emphasis on using technology and online resources to supplement instruction in the science classroom. This includes, but not limited to, the use of probes, various software simulations and modeling programs along with internet access to databases and other appropriate websites showing simulations, etc. that support the learning environment in science.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Summer
  • SCI 685 Topics in Science Education

    A variable content course for offering selected topics of interest to science teachers in the elementary, middle, or secondary schools; or in college classrooms. May be repeated up to 6 hours when the topic varies. No more than 6 hours may be counted toward a degree. May be taught concurrently with SCI 580. Cannot receive credit for both SCI 685 and SCI 580.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-4Upon demand
  • SCI 780 Advanced Topics in Science Education

    Prerequisite: 12 hours of graduate coursework.

    A variable content course for offering selected topics of interest to science teachers in the elementary, middle, or secondary schools; or in college classrooms. May be repeated up to 6 hours when the topic varies. Maximum of 6 hours may be counted toward degree.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-4Upon demand
  • SCI 783 Internship in Teaching Secondary Science I

    Prerequisites: SFR 797; passed the Missouri Content Assessment exam in the primary science emphasis area; and current pre-professional liability insurance. Introduction to the fundamental skills necessary to become a confident well rounded science teacher in the high school setting. This course emphasizes integration of current science learning theories and standards into classroom experiences. Students learn to design and teach science through various inquiry pedagogical approaches. Students learn to assess content knowledge achievement through formal and informal techniques. Practical classroom management will be emphasized. During the 75 hour practicum experience, students observe classroom teachers and teach science under the direction of a cooperating teacher and the university supervisor. Students participate in school-related activities and attend all required meetings. Students complete an on-going seminar through face-to-face meetings or synchronous online communication.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    314Fall
  • SCI 784 Internship in Teaching Secondary Science II

    Prerequisite: SCI 783; passed the Missouri Content Assessment exam in the primary science emphasis area; and current pre-professional liability insurance.

    This course is a professional internship for science teacher education candidates. The teacher candidate is assigned to a school district with a cooperating teacher and is expected to observe, tutor, teach and reflect upon the results of these activities. As a reflective practitioner, the teacher candidate alters the practice or consciously continues. Teacher candidates will also demonstrate mastery of the all MTS quality indicators that comprise the student teaching evaluations. In addition to becoming a reflective practitioner, teacher candidates are expected to meet the needs of individuals with diverse learning needs and provide students with an appropriate multicultural perspective. Students participate in school-related activities and attend all required meetings. Students complete an on-going seminar through face-to-face meetings or synchronous online communication.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    10Spring