The University of North Carolina at Pembroke
The following science education programs are offered at UNC-Pembroke:
Please click the link below to download a brochure about UNC-Pembroke's Science Education Programs.
UNC-Pembroke Science Education Programs Brochure
Undergraduate Programs
UNC-Pembroke offers two undergraduate degrees for prospective high school science teachers. Students receiving the B.S. in Biology Education are licensed to teach only biology and life science courses at the high school level. Students receiving the B.S. in Science Education are licensed to teach all high school level science courses. Students majoring in Science Education must declare a concentration in one of the following four areas: biology, chemistry, earth science, or physics. Below are program goals, objectives and degree plans for all of the undergraduate science education programs at UNC-Pembroke.
Biology Education Program
Program Goals & Objectives
The goal of the Biology Education program is to prepare competent science teachers committed to the development of biology literacy in diverse secondary school learners. The program helps the prospective biology educator integrate the knowledge bases underlying biology into an internal framework of their own through collaboration with peers, university faculty, and public school partners. The prospective biology teacher should possess the following characteristics:
1. an understanding
of the unifying concepts of science, with a special emphasis on biological
concepts, and how this knowledge will enable students to deal with personal
and social problems intelligently;
2. an understanding of the nature of science and the historical development
of scientific thought;
3. an understanding of the interrelationships between science, mathematics,
technology, and society;
4. an understanding of how science contributes to the personal development
of diverse individuals;
5. an understanding of developmentally appropriate instructional methods
and curriculum of Biology and other sciences, to include inquiry-based
instruction, assessment techniques, and the integration of technology;
6. the communication skills necessary for effective teaching, as well
as, the skills necessary for effective classroom management;
7. an understanding of the role of research in biology and science education;
8. an awareness of the importance of incorporating best practices into
science classrooms through lifelong professional development;
9. an awareness of the safety precautions specific to classroom, stockroom,
laboratories, and other areas used for science instruction;
10. the ability to collaborate with colleagues, families, and community
members to improve science instruction for all students.
Program Checklist for B.S. in Biology Education
Science Education Program
Program Goals & Objectives
The goal of the Science
Education program is to prepare competent science teachers committed to
the development of scientific literacy in diverse secondary school learners.
The program helps the prospective science educator integrate the knowledge
bases underlying the curricular areas of science into an internal framework
of their own through collaboration with peers, university faculty, and
public school partners. The prospective science teacher should possess
the following characteristics:
1. an understanding of unifying concepts of science and how this knowledge
will enable students to deal with personal and social problems intelligently;
2. an understanding of the nature of science and the historical development
of scientific thought;
3. an understanding of the interrelationships between science, mathematics,
technology, and society;
4. an understanding of how science contributes to the personal development
of diverse individuals;
5. an understanding of developmentally appropriate instructional methods
and curriculum of science, to include inquiry-based instruction, assessment
techniques, and the integration of technology;
6. the communication
skills necessary for effective teaching, as well as, the skills necessary
for effective classroom management;
7. an understanding of the role of research in science education;
8. an awareness of the importance of incorporating best practices into
science classrooms through lifelong professional development;
9. an awareness of the safety precautions specific to classroom, stockroom,
laboratories, and other areas used for science instruction;
10. the ability to collaborate with colleagues, families, and community
members to improve science instruction for all students.
Program Checklist for B.S. in Science Education: Biology Concentration
Program Checklist for B.S. in Science Education: Chemistry Concentration
Program Checklist for B.S. in Science Education: Earth Science Concentration
Program Checklist for B.S. in Science Education: Physics Concentration
M.A. Science Education Program
Click here to download the
Program Goals & Objectives
The major goals of the program are designed to prepare a student to be able to:
1. Apply the theoretical, philosophical, and research bases for educational practice in secondary school classrooms to improve student learning.
2. Plan, implement, and evaluate instruction that is philosophically consistent with the Constructivist viewpoint.
3. Incorporate knowledge of the nature of the learner, learning process, variations in learning abilities and learning styles, and strategies for evaluating learning in the secondary school classroom.
4. Plan, implement, and evaluate instruction that is responsive to wide variations in students’ learning needs and learning styles.
5. Understand and employ methods of research to examine and improve instructional effectiveness and student achievement, particularly in the Constructivist science classroom.
6. Understand and link subject matter and students’ developmental and diverse needs in the context of secondary science classrooms.
7. Plan, implement, and evaluate instruction that reflects intellectual rigor and depth of knowledge in both science content and students’ diverse learning needs.
8. Demonstrate self-directed, self-reflective professional behavior and the importance of providing leadership to colleagues and communities through collaboration and participation in state and national science education organizations.
The Master of Arts (M.A.) in Science Education Program has two concentrations: licensure and non-licensure.
Licensure Concentration
The Licensure Concentration is designed to prepare currently licensed North Carolina Secondary School Science Teachers for the N.C. Master's/Advanced Competencies License. The program requires 36 semester hours and is a logical extension of the two undergraduate science teacher preparation programs currently offered at UNCP. While in the M.A. Program, the former undergraduate science education major will be required to concentrate in one of four areas of science (12 semester hours in Biology, Chemistry, Earth Science or Physics) and take 9 additional semester hours in the three areas outside of the concentration. The former undergraduate biology education major will concentrate in biology (15-18 semester hours) and take an additional 3-6 semester hours in an area or areas outside of biology. Both groups will also take a required core of professional education courses (9 semester hours) and 6 semester hours of required science education courses.
The M.A. in Science Education will build upon the instructional expertise and leadership qualities and skills of an experienced licensed science teacher by requiring the following qualifications prior to full admission into the program:
- the applicant must hold either the N.C. Secondary Science Comprehensive license or the Secondary Biology license.
- The applicant must meet all of the graduate school general admission requirements.
Program Checklist for M.A. Science Education: Licensure Concentration
Non-Licensure Concentration
The Non-Licensure concentration is designed for applicants who meet all of the graduate school admission requirements for the program with the exception of the teaching licensure requirements. Upon admission to the program, students in the non-licensure concentration will be required to sign a waiver of the North Carolina Standard Professional I and M level licensure. Students earning a M.A. in Science Education Non-Licensure Concentration may be eligible to teach at a community college level or in an informal educational setting, such as state parks and museums.
Program Checklist for M.A. Science Education: Non-Licensure Concentration
M.A.T. Science Education Program
Program Goals & Objectives
The goals of the M.A.T. program are designed to prepare a student to be able to:
1. Demonstrate breadth
of general knowledge, as well as depth of knowledge, in the selected discipline
area necessary for effective instructional decision-making.
2. Demonstrate a well-articulated knowledge of elementary, middle or secondary
school communities and issues that impact teaching.
3. Exhibit knowledge of and show respect toward diverse cultural values
and exceptionalities;
4. Communicate effectively in Standard oral and written English.
5. Adapt instructional strategies to the developmental and learning needs
of individuals, including students with special needs and students from
culturally diverse backgrounds.
6. Establish a classroom climate conducive to the learning, social, and
emotional needs of students.
7. Choose objectives consistent with state and local curriculum guidelines,
the learning needs of students, and guidelines established by learned
societies.
8. Utilize technology in ways that enhance teaching and learning experiences.
9. Employ and analyze appropriate assessments and evaluative procedures.
10. Establish a pattern of reflective practice and scholarly inquiry culminating
in confidence, professionalism, and effectiveness in the role of teacher.
11. Demonstrate knowledge of the history, philosophy and sociology of
public education pertaining to the demonstration of best practices in
education.
12. Meet departmental requirements for a capstone course, product, and/or
examination.
The Masters of Arts in Teaching (M.A.T.) program is designed as an interdisciplinary degree option within the Teacher Education Program. The M.A.T. is intended for graduates from accredited colleges or universities with an undergraduate major in humanities, sciences, or social sciences who have few, if any, formal courses in education. The program is offered in the following areas of specialization: Art Education, English Education, Mathematics Education, Middle Grades Education, Music Education, Physical Education, Science, and Social Studies.
Upon successful completion
of the M.A.T. program and state mandated examination(s), recipients will
be eligible for a North Carolina “M” license. The 36-39 hour
M.A.T. program is available only to those individuals who have not earned
licensure and who are seeking licensure in the teaching field in which
they wish to earn the degree. The program includes courses in teaching
pedagogy and professional education as well as concentrated study in a
content-specific area, for a total of 36 hours. A 10-week (3 semester
hours) internship experience in an approved public school setting is required.
Policies regarding exceptions to this internship requirement are defined
in the M.A.T. Handbook. With the internship, the program will total 39
hours.
Although other program areas may be considered, the following undergraduate
programs are determined to be most compatible with the selected graduate
program of study:
· Middle Grades Education: English, Mathematics, History, Political
Science, Biology, Chemistry,
Geology, Physics
· Secondary Science Education: Biology, Chemistry, Geology, Physics
Degrees in closely related fields may be acceptable; transcripts will
be evaluated, and any discipline-specific prerequisites will be specified
at the time of admission to a program.
Program Checklist for M.A.T. 9-12 Science
Program Checklist for M.A.T. 6-9 Science
For additional information on admission to the graduate programs and for program requirements please visit the Graduate School website
Last updated 08/13/08 by Rachel McBroom