纽约城市大学布鲁克林学院

This program leads to the Master of Arts in Teaching (M.A.T.) degree, Adolescence Science Education (7-12), with specializations for biology teacher, chemistry teacher, earth science teacher, and physics teacher.

There are two concentrations: concentration A (SED program code 32663) leads to Professional Teacher Certification only; concentration B (SED program code 32662) leads to Initial and Professional Teacher Certification.

Student Learning Outcomes

Our science education program course objectives for preservice teacher candidates and inservice teachers of science are guided by and aligned with The National Science Teachers Association (NSTA) Standards for science teacher preparation. Our preservice teacher candidates and inservice teachers will:

• Engage their students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
• Vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding.
• Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds.
• Successfully organize and engage students in collaborative learning using different student group learning strategies.
• Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science.
• Create and maintain a psychologically and socially safe and supportive learning environment.
• Understand the curricular recommendations of the Next Generation Science Standards (NGSS), and can identify, access, and/or create resources and activities for science education that are consistent with the standards.
• Plan and implement internally consistent units of study that address the diverse goals of the NGSS and the needs and abilities of students.
• Relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching.
• Use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process.
• Use the results of classroom research and assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
• Reflect constantly upon their teaching and identify ways and means through which they may grow professionally.