500. HOW DO WE KNOW WHAT WE KNOW? 3 cr.  Focuses on three main topics, the history of science, the philosophy of science, and exploratory data analysis techniques appropriate for use in the middle grades. The unifying theme is:  “How can knowledge of science history, philosophy and data analysis techniques be used to produce high-quality instruction in the classroom?”

510. ASTRONOMY 3 cr.  Covers proofs and observational results of Earth and Moon motions, historical changes in thinking about the organization of bodies in the universe, the origin and organization of the solar system, stellar evolution of low and high mass stars, and cosmology. Students are required to attend a class planetarium lesson, complete several computer activities, and carry out two small projects. Responses to online (Blackboard) questions also are required.

520. PHYSICAL SCIENCE 3 cr.  Presents an introductory but substantial introduction to the fundamental behavior of matter and energy. It develops an understanding of and an appreciation for the fundamental concepts of physics and chemistry. Successful students will be able to extend this knowledge
to help their students meet Middle School Science Standards.

520L. PHYSICAL SCIENCE LAB 1 cr.  A hands-on laboratory course that presents opportunities for students observe, record, and analyze data that demonstrate concepts developed in the accompanying course. Many of the experiments preformed in this course may be used with Middle School students to help them develop an understanding and appreciation of the fundamental concepts of physics and chemistry via experiential learning.

530. CULTURALLY AND DEVELOPMENTALLY RESPONSIVE SCIENCE 3 cr.   Compares physical, emotional, social and intellectual characteristics of academic grade levels, specifically middle school.  Attention is given to relationships among aspects of development and between development and school learning.  Common misconceptions concerning teaching of different academic levels, social and cultural differences will be identified and discussed.  Science lessons will be designed that integrate strategies for all learning styles and exceptionalities.  Four knowledge bases comprise this model: inquiry, partnership, contextualism, pedagogy and professionalism.

540. EARTH SCIENCE 3 cr. Earth processes. The State Science Standards as they apply to physical and
historical geology, rocks and minerals, weathering, cycling of materials, and the forces that shape and change the Earth.

540L. EARTH SCIENCE LAB 1 cr.

550. LIFE SCIENCE 3 cr. Uses the Ohio Content Standards in Life Science as a guide to provide a broad base of background information in the biological sciences. Lecture and laboratory activities will be utilized to deepen the students' awareness and understanding of the central themes of biology.

550L. LIFE SCIENCE LAB 1 cr.

560. SCIENCE AND TECHNOLOGY 3 cr.  Application of technology to the scientific enterprise, as well as instructional and learning outcomes.  The course emphasizes the use of current technology as a practical tool in the middle school science classroom.  Applications of technology to classroom instruction, communication, collection and analysis of data are specifically addressed.

570. ECOLOGY 3 cr. Integrates the various disciplines within science by investigating the relationships between living organisms and the environment.  Laboratory work and field experience will be a central theme.

570L. ECOLOGY LAB 1 cr.

580. ASSESSMENT AND INTERDISCIPLINARY SCIENCE 3 cr.   Focuses on formal and informal assessment strategies to ensure the growth of learners.  Students will learn to design effective objective tests, gather assessment resources, evaluate their teaching practices, create rubrics and scoring guides, as well as assessing student attitudes about science and their learning environment.  Multiple methods to gather information will be applied.  Science lessons will be designed that integrate strategies for all learning styles and exceptionalities.  Five knowledge bases comprise this model: inquiry, partnership, contextualism, pedagogy and professionalism.

590. ACTION RESEARCH 2 cr.  Unifying element of the program.  This portion of the course is devoted to the basic principles of Action Research.  After exposure to these basic principles each student will be required to identify a specific question related to their practice as a teacher of science in the middle grades.  This question will then serve as a mechanism to put the scientific method into practice.  The teacher will research the literature on the selected topic, design and carry out a plan to answer the selected question.  The process will result in a written Action Research Project.  The completed project will be presented to a group of faculty and peers. The presentation will consist of an oral questioning component.

590L. ACTION RESEARCH PROJECT 1 cr.  A credit that is awarded to the student upon successful completion and presentation of the Action Research Project.

595. INDEPENDENT STUDY 1-3 cr.  A carefully designed reading and/or research project carried out under the supervision of a faculty member.  Permission of the director is required for this course to count towards the degree.