Philosophy

The Secondary Science Teacher Education Program (S-STEP) subscribes to the belief that all students have the capacity to learn and should have the opportunity to do so regardless of their race, ethnicity, gender, religion, nationality, disability or sexual orientation. Furthermore, it is our belief that one of the best ways to teach and learn science is for teachers and students to engage in scientific inquiry and activities that have meaning and relevance to their lives. Scientific inquiry and activities enable students to construct their own scientific knowledge, acquire science process skills and dispositions. In addition, they provide opportunities for students to engage in reflective dialogue to validate what they have learned. We believe that the pursuit of scientific knowledge does not take place in a vacuum, but within a dynamic historical, social, cultural, economic and political context. Accordingly, science teachers must not only be prepared with science content, pedagogical content knowledge, pedagogy, but a deep understanding of the contexts in which science is practiced.

Recent reforms in science education at the state and national levels such as the introduction of State and National Science Education Standards, advancements in science and technology, breakthroughs in cognitive research and development of innovative technology-based science curricula have clear implications for science teacher education. One major implication is that science teachers can not rely solely on dated textbooks or lecture and laboratory methods to teach science. They must be well educated in cross cutting STEM concepts, current science content, science education pedagogy, and prepared to incorporate a wide variety of student-centered strategies to reach diverse populations of students in the 21st century.

The S-STEP educates science teacher candidates who will be able plan effective lessons, instruct diverse groups of learners, and use appropriate formative and summative assessment strategies. Further, it is expected that all candidates have the ability to design learning environments that will promote active, student-centered learning. Our program provides opportunities for science teacher candidates to acquire knowledge and skills in the application of technology in the science classroom. Teacher candidates in the S-STEP learn how to employ tools of research to aid all aspects of science teaching, learning and assessment. In addition our program provides opportunities and experiences that will enable science teacher candidates to analyze, interpret and apply proven science education practices and research findings in their classrooms to benefit students with different learning abilities and backgrounds. The principle of life-long learning and reflective practice is the thread that runs throughout our science teacher education program.