||STEP 1: Inquiry Approaches to Teaching
||STEP 1 allows students to explore teaching as a career. Following an introduction to the
theory and practice behind excellent inquiry-based science and mathematics instruction, students teach lessons in elementary
classrooms to obtain firsthand experience in planning and implementation.
||STEP 2: Inquiry-based Lesson Design
||In STEP 2, students continue developing the lesson planning skills learned in STEP 1 as they
become familiar with exemplary middle school science curricula. After observing a lesson being taught in a local school
district classroom, students work alone or in pairs to plan and teach three inquiry-based lessons to sixth, seventh, or eighth
||Knowing and Learning in Math and Science
||Restricted to students in the UTeach Arlington program. Psychological foundations of learning;
problem solving in mathematics and science education utilizing technology; principles of expertise and novice understanding of
subject matter; implications of high-stakes testing; and foundations of formative and summative assessment. Three lecture hours
a week for one semester; additional hours may be required.
||Restricted to students in the UTeach Arlington program. Principles of delivering effective
instruction in various formats (lecture, lab activity, collaborative settings); examination of gender, class, race, and culture
in mathematics and science education; overview of policy related to mathematics and science education. Three lecture hours a week
for one semester; additional hours may be required.
||Perspectives on Science and Math
||Topics and episodes in the history of science and mathematics from a philosophical point of view.
Students are brought to understand that science has a fascinating history, is underpinned by deep philosophical presuppositions,
and depends upon special social and cultural factors for its continued growth and revision. This course is part of the UTeach
||This course is not in the catalog. It is offered as a Special Topics course in each science
discipline: BIOL 3310, CHEM 4392, GEOL 4305, and PHYS 4391.
Primarily a laboratory course where students develop and practice skills that are fundamental to the scientific enterprise.
Research Methods is organized around four independent inquiries that students design and carry out. The course emphasizes the
use of mathematics to model and explain both the natural and man-made worlds, and requires a substantial amount of writing.
Research Methods emphasizes the development of skills that are directly applicable in teaching secondary science and mathematics
(e.g. use of equipment, preparation of lab materials, safety issues, use of technology).
||Functions and Modeling
||Students engage in explorations and lab activities designed to strengthen and expand their knowledge
of the topics found in secondary mathematics. Students collect data and explore a variety of situations that can be modeled using
linear, exponential, polynomial, and trigonometric functions. Activities are designed to have them take a second, deeper look at
topics they should have been exposed to previously; illuminate the connections between secondary and college mathematics; illustrate
good, as opposed to typically poor, sometimes counterproductive, uses of technology in teaching; illuminate the connections between
various areas of mathematics; and engage them in serious (i.e., non-routine) problem solving, problem-based learning, and applications
of mathematics. While there is some discussion of how the content relates to secondary mathematics instruction, the course primarily
emphasizes mathematics content knowledge and content connections, as well as applications of the mathematics topics covered.
||Multiple Teaching Practices in Math and Science
||Restricted to students in the UTeach Arlington program who have earned a passing score on the
preliminary portfolio. Multiple research-based teaching practices including foundations of project-based, case-based, and problem-based
learning environments; principles of project-based curriculum development in mathematics and science education; classroom management and
organization of inquiry-based, problem-based/project-based learning classrooms. Three lecture hours a week for one semester with
additional fieldwork hours to be arranged.
|SCIE 4607, SCIE 4107
||Student Teaching with Seminar
||Restricted to students in the UTeach program who have earned a passing score on the preliminary
portfolio.Closely supervised field experience in a cooperating school. Experience includes carrying out the
duties of a secondary teacher. Twenty hours of fieldwork a week for one semester. SCIE 4607 is offered on a pass/fail basis only.
Seminar discussions include student teaching experiences, contemporary critical issues in education, and preparation for the state
certification exams. SCIE 4607 and 4107 must be taken concurrently.