**Science
and Mathematics Education Course Descriptions**

**SME Core Courses and
Seminar **

**SMED
5100 Introductory Graduate Seminar **(1 semester hour) An
introduction to the resources and opportunities available within the M.A.T.
degree programs and the University of Texas at Dallas. (1-0) S

**SMED
5301 Science, Mathematics, and Society **(3 semester hours) An
exploration of STEM issues in society that impact the teaching of science and
mathematics. Students define researchable science and mathematics questions,
set up research studies, use mathematics and technology in context, make
applications to global STEM issues in society, and study the importance of
citizen involvement in the learning and teaching of science and mathematics.
(3-0) Y

**SMED
5302 Teaching and Learning of Science and Mathematics **(3
semester hours) Theories of learning and teaching in science and mathematics
are explored through the lens of metacognition.
Students apply metacognition theory and education research techniques to
their own learning. Topics include student motivation, causation vs.
correlation, cognitive and psychological development (brain research),
qualitative and quantitative research methods, validity and reliability of
research, ethics of research with human subjects, and decision-making
strategies for education issues and policies.
(3-0) Y

**SMED
5303 Introduction to Research and Evaluation in Science and Mathematics
Education **(3
semester hours) Expansion of students' knowledge and application of STEM
education research including research approaches to evaluation of curricula and
student achievement. Focus on designing research questions concerning current
understanding in science and mathematics education and questions for future
investigations. What we can know through research and what research cannot/does
not tell the teacher will be central to the course. Students explore the
appropriateness of specific methods of doing education research in answering
particular questions and developing creative education research (as opposed to
replication of previous research). Prerequisite: SME 5302. (3-0) Y

**SMED
5304 Reflections on Science and Mathematics Education **(3
semester hours) Critical reflection on prior courses in the Science/Mathematics
Education core sequence emphasizing metacognition and STEM education research.
Students reflect on themselves as teachers and learners, on research-based
strategies for overcoming challenges in teaching and learning, and on their own
potential for impacting education as individual practitioners and researchers.
All students will conduct a small research study. Prerequisite: SME 5303. (3-0)
Y

**THESIS RESEARCH**

**SMED
6V98 Thesis Research** (3 to 6 semester hours) May be repeated. ([3-6]-0) Y

**SCIENCE EDUCATION COURSES**

**SCE
5334 Instructional Strategies in Science** (3 semester hours) Designed
for the master teacher/department leader, strategies for fostering an
integrated science program based on national and Texas curriculum and
assessment standards are presented through hands-on activities. (3-0) T

**SCE
5V06 Special Topics in Science Education** (1-3 semester hours) (May
be repeated for credit to a maximum of 9 hours.) ([1-3]-0) S

**SCE
5V07 Independent Study in Science Education** (1-6 semester hours)
Individual independent study in science education under the supervision of a
faculty member. May be repeated for credit to a maximum of 12 hours. [(1-6)-0]
R

**SCIENCE CONTENT COURSES**

**SCI
5321 Science for Elementary School Teachers** (3 semester hours)
Fundamental concepts in chemistry, physics, life and earth sciences, with
particular emphasis on their applicability to the elementary science curriculum,
including laboratory activities. (May be repeated to a maximum of 9 hours.)
(2-3) Y

**SCI
5322 Basis of Evolution** (3 semester hours) From Assembling the
Tree of Life to new drug developments, evolution theory is at the core of
biology advancements. The concept of evolution is discussed for its relevance
as a basic understanding for a scientifically literate society and processes
and mechanisms of natural selection are examined. Topics include pertinent
history, the fossil record, extinction, emergent species, the human experience,
and applied evolution technologies. Students will explore the origins of
evolution theory, public misconceptions, teaching, and evolution education
research. An intensive scientific argumentation component (rather than debate)
through discourse, advanced readings, presentations, panel discussions, and
formal writing is required. Viewpoints
examined include those of evolutionary biologists and research scientists.
(3-0) T

**SCI
5323 Laboratories and Demonstrations for Middle School Science Teachers** (3
semester hours). This course will emphasize ways that laboratory work and
demonstrations help pre-high school students to acquire lasting understanding
of concepts in chemistry and physics. Through a variety of laboratory exercises
and demonstrations, teachers will be encouraged to select appropriate materials
for their curriculum. Development of laboratory and demonstration presentation
skills as well as new modules will be included in the course work. (2-3) Y

**SCI
5324 Ecology** (3 semester hours) Ecology is the study of the
interrelationships and patterns of organisms and their environments. Students
will examine general ecological principles as related to productivity,
population diversity, communities and ecosystem functions. Hands-on activities
explore plant/insect interactions through traditional research and digital
field sampling methods. This inquiry-based introductory course is aligned with
instructional technology and ecology science teaching standards in the context
of real-world constructivist practices. Participants will conduct student
designed scientific investigations, including research question development,
field collections, data analysis methods, and scientific writing. Students will
prepare and submit a scientific journal manuscript. Includes a major field
study component with daily and overnight off-campus field trips. Viewpoints
examined include those of ecologists, entomologists, environmental scientists,
and teachers. (2-3) T

**SCI
5326 (PHYS 5319) Astronomy: Our Place in Space** (3
semester hours) Focus is on developing student understanding of how our planet
fits within a larger astronomical context.
Topics include common misconceptions in astronomy, scale in the Solar
System and beyond, phases of the Moon, seasons, navigating the night sky, our
Sun as a star, space weather, properties and lifecycles of stars, galaxies, and
cosmology. (3-0) T

**SCI
5327 (PHYS 5327) Comparative Planetology** (3 semester hours) Every
world in the solar system is unique, but none more so than our own planet
Earth. The course is an exploration of the astrophysical, chemical, and
geological processes that have shaped each planet, moons and the myriad of
rocky and icy bodies in our solar system with a special emphasis on what each
tells us about Earth, and what discoveries of worlds orbiting other stars may
tell us about our planetary system and home world. (3-0) T

**SCI
5328 Marine Science** (3 semester hours) Acquaint STEM teachers with basic
principles of marine science and with issues surrounding our use of the oceans
and their resources. Students will also gain experience in conducting research,
presenting results, and developing lessons for their students. (2-3) Y

**SCI
5329 Bioethics** (3 semester hours) Bioethics incorporates philosophy and
values that are at the heart of emerging technology, research, public
understanding, and government policy. Focus on issues related to biotechnology
in health care, ecology, agriculture and environmental disciplines including
genetic transference, applied evolution technologies, assisted suicide, and new
reproductive technologies. Students explore hypothetical and actual cases of
bioethical dilemmas. Intensive writing component and discussion of teaching and
policy development. Viewpoints examined include those of scientists, health
professionals, theologians, policymakers and laypeople. (3-0) T

**SCI
5330 Emerging Topics in Biology **(3 semester hours) The media
frequently announce biology advancements and research that affect human health,
basic living needs, and biology education without critical analysis, often
resulting in confusing the public and curtailing scientific literacy.
Examination of resources and methods to critically evaluate biological
information and scientific articles for sound theory development, research
methods, and practical application. Topics include recent discoveries in the
life sciences that meet the needs of society, health, and environmental issues.
Although the topics build on emerging issues, they may include content areas
such as cell and molecular biology, agriculture, epidemiology, and global
warming. Students will examine effective ways to bring in new curricula into
established course settings. Advanced curriculum writing component focused on
science literacy. Viewpoints include those of biological research scientists,
health professionals, and science education researchers. (3-0) T

**SCI
5331 (PHYS 5331) Conceptual Physics I: Force and Motion **(3
semester hours) Focus is on deepening the participants' conceptual
understanding of physics, emphasizing its applicability to the pre-college and
undergraduate classroom. Uses
inquiry-based approaches including examples of physics in the everyday world
and connections to other fields of science. Topics include foundational
concepts of forces, Newton's laws, energy, and momentum. (3-0) T

**SCI
5332 (PHYS 5332) Conceptual Physics II: Particles and Systems **(3
semester hours) Focus is on deepening the participants' conceptual
understanding of physics emphasizing its applicability to the pre-college and
undergraduate classroom. Uses an
inquiry-based approach including examples of physics in the everyday world and
connections to other fields of science. This second class in the Conceptual
Physics series builds on concepts from SCI 5331 to explore transfers of energy
and forces within and between systems of particles. Topics include states of
matter, fluids, waves and sound, and thermodynamics. (3-0) T

**SCI
5333 (PHYS 5333) Conceptual Physics III: Atoms, Charges, and Interactions **(3
semester hours) Focus is on deepening the participants' conceptual
understanding of physics, emphasizing critical thinking and applications to the
pre-college and undergraduate classroom. Uses inquiry-based approaches
including examples of physics in the everyday world and connections to other
fields of science. This third class in the Conceptual Physics series builds on
concepts from SCI 5331 and SCI 5332 to explore interactions between particles
of matter. Topics include inter- and intra-molecular forces, light, electricity
and magnetism, and the nature of the atom. (3-1) T

**SCI
5337 Rockin' Around Texas **(3 semester hours) Provides greater
familiarity with earth science and a bank of resources and instructional
materials needed to lead geology field trips anywhere in Texas. Teachers will
participate in extensive field, laboratory, and class work mostly conducted in
a problem-based learning format. (2-3) T

**SCI
5340 Statistics for Science/Mathematics Education **(3
semester hours) Understanding and application of statistical techniques needed
in design and interpretation of research in Science/Mathematics Education. Includes descriptive and inferential
statistics, computer-based tools, and other appropriate topics. (3-0) Y

**SCI
5341 (PHYS 5341) Astrobiology **(3 semester hours) The
ultimate integrated science, astrobiology brings together cutting-edge research
from the fields of astrophysics, planetary science, terrestrial geosciences,
and biology, to build understanding of how the history and diversity of life on
our own planet relates to the possibilities for life on other worlds. This
graduate-level survey course is designed to challenge participants of all
backgrounds in a thoughtful and scientifically-based exploration of the young
and dynamic multidisciplinary field of astrobiology. (3-0) T

**SCI
5342 Research Methods in STEM** (3 semester hours) an introduction research
process used by faculty in STEM disciplines.
Through examples and/or projects, students will see the STEM research
process, including conception, design, experimentation, analysis of results,
and writing/publication. (3-0) T

**SCI
5V06 Special Topics in Science** (1-3 semester hours) May be
repeated for credit to a maximum of 9 hours. [(1-3)-1] S

**SCI
5V08 Independent Study in Science**
(1-6 semester hours) Faculty-supervised independent study in science content
areas. May be repeated for credit
regardless of topics (12 hours maximum). ([1-6]-0) (Y)

**MATHEMATICS EDUCATION COURSES **

**MTHE
5321 Problems Using Algebra** (3 semester hours) Analysis of the
relationship of "school algebra" to "abstract algebra,"
solving non-routine problems involving these concepts and adapting them for
classroom use. The role of functions, the relationships between the verbal,
visual, and symbolic representations of algebraic concepts, and the role of
technology in learning algebra will be emphasized. No credit allowed to
mathematical sciences majors except those in M.A.T. program. Prerequisite: A
junior-level mathematics course. (3-0) T

**MTHE
5322 Problems Using Geometry** (3 semester hours) Analysis
of the relationship of "school geometry" to "college
geometry," solving non-routine problems involving these concepts, and
adapting them for classroom use. Topics include the van Hiele levels of
reasoning, geometric transformations, the role of conjecture and proof,
applications of geometry, and the role of technology in learning geometry. No
credit allowed to mathematical sciences majors except those in M.A.T. program.
Prerequisite: A junior-level mathematics course. (3-0) T

**MTHE
5323 Problems Using Pre-calculus** (3 semester hours) Analysis
of the relationship of pre-calculus to real analysis, solving non-routine
problems involving these concepts and adapting them for classroom use. The role
of functions will be emphasized. Topics include functions [polynomial,
rational, trigonometric, exponential, logarithmic], measurement trigonometry,
vector functions [parametric equations], conic sections, real-world
applications, and the role of technology in learning pre-calculus. No credit
allowed to mathematical sciences majors except those in M.A.T. program.
Prerequisite: A junior-level mathematics course. (3-0) T

**MTHE
5324 Problems Using Discrete Mathematics** (3 semester hours) Selected
concepts in discrete mathematics.
Solving non-routine problems and adapting them for classroom use and
incorporating topics from discrete mathematics into existing high school
courses. Topics include number theory, combinatorics, probability, and
applications of matrices. Appropriate technology will be used. No credit
allowed to mathematical sciences majors except those in M.A.T. program.
Prerequisite: A junior-level mathematics course. (3-0) T

**MTHE
5325 Problems Using Mathematical Modeling** (3 semester hours)
Selected concepts in mathematical modeling.
Solving non-routine problems and adapting them for classroom use and
incorporating topics from mathematical modeling into existing high school
courses. Topics include the construction, use, and analysis of empirical and
analytical mathematical models, using modeling tools such as functions, curve
fitting, simulation, matrices, difference and differential equations, finite
graph theory. Appropriate technology will be used. No credit allowed to
mathematical sciences majors except those in M.A.T. program. Prerequisite: A
junior-level mathematics course. (3-0) T

**MTHE
5326 Problems Using Statistics and Probability** (3
semester hours) Selected concepts in statistics and probability. Solving non-routine problems and adapting
them for classroom use and incorporating topics from statistics, probability,
and data analysis into existing high school courses. Topics include describing
patterns in data and their variability, sampling and experimental design,
exploring random phenomena using probability and simulation, and statistical
inference. Appropriate technology will
be used. No credit allowed to mathematical sciences majors except those in
M.A.T. program. Prerequisite: A junior-level mathematics course. (3-0) T

**MTHE
5V06 Special Topics in Mathematics** (1-3 semester hours) (May
be repeated for credit to a maximum of 9 hours) (May not be counted as credits
toward the M.S. or Ph.D. degrees in Mathematical Sciences.) ([1-3]-0) R

**MTHE
5V09 Math Ed Independent Study** (1-6 semester hours)
Faculty-supervised independent study in mathematics education and mathematics
education research. May be repeated for
credit regardless of topics (12 hours maximum). ([1-6]-0) (Y)

Last Updated: July 17, 2012