Science education
The diverse field of science education can lead to many different
professional opportunities. The demand for science teachers
at the elementary, middle school, high school, and university
level is high. This also is an excellent field of study to consider
if you are interested in an educational role in a museum, as
a park naturalist, in a recreational setting, or in a leadership
role as a curriculum specialist for a school district. It's
the perfect field of study for someone who wants both to work
with young people and to apply one's knowledge and interest
in the sciences in a way that benefits society. Because the
College is part of a large, internationally recognized research
institution with a strong commitment to the sciences, your pursuit
of studies in this area will allow you to draw upon the expertise
of many faculty and staff, both in this college and other colleges
within the University.
New! Summer program
CI 5540: Institute on Education for
a Sustainable Future
Degree program information in science education
- Ph.D.: for experienced
professionals who want to develop advanced research, knowledge,
and leadership skills in their chosen field
- M.A.: a research-based
master's degree for individuals who want to develop research
and teaching skills, and advanced knowledge in their chosen
field
The following program links will take you to Student Services
- M.Ed./initial
licensure: for individuals seeking licensure to
teach in preK-12 settings
- M.Ed./professional
studies: for licensed teachers and other professionals
interested in gaining advanced knowledge and skills with
specific emphasis in science education
Faculty
- Fred Finley
Currently, I am conducting research on students’ conceptions
of the earth systems and human interaction with the earth. I
am also working on civic engagement studies under a U.S. State
Department grant and operating science and mathematics teacher
internships in Thailand.
- Leslie Flynn
My main areas of interest, teaching and research are science
teacher training and chemistry education.
-
Roger Johnson
I work primarily with teaching science in the elementary school.
I am also co-director of the Cooperative Learning Center, primarily
involved in research and training educators how to structure
cooperation in classrooms and schools.
- Gillian Roehrig
I am currently a principal investigator (PI) on a five-year
National Science Foundation (NSF) grant looking at the impact
of different mentoring and induction programs on the development
of beginning secondary science teachers.
- Bhaskar Upadhyay
My research interest is not only examining how science teaching
and learning can be improved in the classrooms, but also looking
at issues of access, ethnicity, and race that surround science
education in our urban schools.
Student profile
Anne Kern
“Moving to the University of Minnesota was an important
next step in furthering my intellectual, professional and
personal development.”
“Associate Professor Roehrig’s leadership has been instrumental
in teaching me about the research process, so that I now
feel comfortable embarking on my own research projects.”
It was a long path that finally brought me to the University
of Minnesota. After working in a laboratory, teaching high school
chemistry, and facilitating science professional development for
the state of Oregon, I had made the decision to deepen my understanding
of how to foster the skills and characteristics of excellent science
teachers. Initially, I started off my studies in a joint doctoral
program at San Diego State University and UC San Diego, but I quickly
realized that the program’s focus on student cognition did not match
my research interests. Moving to the University of Minnesota was
an important next step in furthering my intellectual, professional,
and personal development.
I have had many opportunities to further my growth here. With
Associate Professor Gillian Roehrig,
I have been assisting in a multi-state research study funded by
the National Science Foundation on the effectiveness of different
teacher induction programs. From piloting the program to now collecting
data with teachers in Wisconsin, I have been able to see first hand
the process of conducting such a wide-reaching research study.
Associate Professor Roehrig’s leadership has been instrumental in teaching
me about the research process, so that I now feel comfortable embarking
on my own research projects. I have been looking at high school
students’ conceptual understanding of basic chemistry topics, such
as the particulate nature of matter, the atom, the periodic table,
etc. Overall, all of the professors and faculty in the College of
Education and Human Development that I have had the good fortunate
to take, have challenged me to develop as an educator and provided
me insight into the many aspects of human development, learning,
and teaching.
As an older student, I have found that the student life here
transcends ages. I feel that my younger colleagues as well as those
closer to my age group not only accept me, but also welcome my insights
and experience. Within the tight community in our program area,
we build on each other’s knowledge with different insights and respectfully
challenge each other. We are all here for a similar reason and share
a common vision for the future of education. May 2006
|
