The program of study in Science Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for a Standard Professional I license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.
The Science Education program is one of 12 teacher education programs offered at UNCP. Science Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.
The Science Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.
The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.
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
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.
Updated: Wednesday, July 25, 2006
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