Examining the Difference Between the MS Science Education and the MA Teaching (MAT) Program

The MS Science Education research processes, and core course sequence of our degree distinguishes it from the MAT. Our students are engaging in original research and taking coursework that supports the development of a robust understanding of specific science education topics (SCED 220), the construction of a research question and prospectus with appropriate research methodology (SCED 205) and the collection and analysis of empirical data (currently taught as an elective - SCED 255).

For the MS Science Education, we will accept up to 9 units of core coursework from the SSCP program as electives, and the Science Ed core course SCED 273 also fulfills a requirement for the SSCP program. But this is where the similarities end. From a practical standpoint, the MAT requires only 2 additional courses or 6 units in addition to the regular SSCP coursework: EDTE 250: Qualitative Methods and EDTE 298: Special Studies in Education. In contrast, the MS Degree requires 18 units in addition to SSCP coursework. The 18 units come from the fact that there is a maximum transfer of 12 units from the SSCP allowed by GAPE/Graduate Studies.

The nature of the project/research conducted through each program is different. The MAT projects are designed to be action research projects or inquiries into the candidate's teaching whereas the MS projects involve a systemic process of collecting and analyzing information for educational purposes. Discipline based education research (DBER) requires deep knowledge of the content and ways of knowing in the science discipline and expertise in conducting research about how humans think and learn. Our science education research projects are purposeful and involve research processes outlines by Crotty (1998): 1) Methods - the techniques or procedures used to gather and analyze data related to some research questions or hypothesis. 2) Methodology - the strategy or plan of action, process or design lying behind the choice and use of methods to the desired outcomes. 3) Theoretical perspective - the philosophical stance informing the methodology and providing a context for the process and grounding its logic and criteria and 4) Epistemology - the theory of knowledge embedded in the theoretical perspective and thereby methodology.

Another notable difference between the culminating projects in each program is that the 298 units are differently presented in each program. The SCED 298 units are earned independently with the guidance of a faculty advisor knowledgeable in the particular topical area that the student is studying, while the EDTE 298 units are offered as a part of a course with a single instructor, where all students earning the units are taught by the same advisor and milestones are kept track of in a course context. SCED 298 units are more similar to authentic research practices. Our faculty guidance involves regularly scheduled meetings between faculty advisor and student where questions are addressed at different stages of the research process.

• Comparison of Course Requirements 

  • MS Science Education							MAT Secondary
    30 units  - Can include up to 12 units from Credential Courses + 18 units Science Education							35 units Credential Courses (in italics) + 6 Master's Project units
    Core Courses (12 units) SCED 220: Theory and Practice in Science Ed (GWAR) SCED 205: Methods of Research SCED 273: Secondary School Science (Methods) SCED 297: Science Education Research							Core Courses (15 units) EDTE 224: Psychological Foundations EDTE 262: Language and Literacy EDEL 294: Health and Inclusion EDTE 208: Social & Multicultural Fdtns Science are (GWAR)   EDSC 182: Assessment/Evaluation
    Take 15 units in 3 possible areas I. Science Education SCED 255: Advanced Natural Science  SCED 285: Seminar II. Teacher Education (max 9 units) EDTE 224: Psychological Foundations EDTE 262: Language and Literacy EDSC 182: Assessment/Evaluation EDEL 294: Health and Inclusion EDTE 208: Social & Multicultural Fdtns Science area (GWAR) III. Science - Bio, Chem, Phys, Met, Geo, CS							Clinical Field Experience (20 units) Courses (8 units) SCED 273: Secondary School Science (Methods) EDTE 260: Learning Environments (Classroom Management) SCED 375: ColloquiumClinical Field Experience (14 units) EDSC 184X: Phase 1 of student teaching (6 units) EDSC 184 Y/Z: Phase 2/3 of student teaching (8 units)
    Master's Project (3 units) SCED 298: Science Education Research							Master's Project/Research (6 units) EDTE 250: Qualitative Methods EDTE 298: Special Studies in Education

• Comparison by Course Descriptions

  • MS Science Education Courses							MA Teaching Courses
    SCED 220: Analysis of current trends in science curriculum and instruction. Orientation for the philosophy and scope of the program. Emphasis on development of a theory of instruction and curriculum in science with implications for practice.							No equivalent course.
    SCED 273: This course is designed to engage teachers in the methods, learning theories, practices, and instructional and pedagogical approaches for teaching science in secondary schools. You will develop strategies, master techniques, and gain practice-based experience in the promotion of inquiry-based, learner-centered classrooms. In addition, you will learn to design equitable and authentic science learning experiences for diverse student populations. To do this, you will create design principles and unit and lesson plans that build from students' experiences and sense making practices, engage them in the Next Generation Science Standards (NGSS) and use technology to enhance the learning environment.							SCED 273: This course is designed to engage teachers in the methods, learning theories, practices, and instructional and pedagogical approaches for teaching science in secondary schools. You will develop strategies, master techniques, and gain practice-based experience in the promotion of inquiry-based, learner-centered classrooms. In addition, you will learn to design equitable and authentic science learning experiences for diverse student populations. To do this, you will create design principles and unit and lesson plans that build from students' experiences and sense making practices, engage them in the Next Generation Science Standards (NGSS) and use techology to enhance the learning environment.
    SCED 255: Selected topics in natural science or science education. Specifically, the course will focus on data analysis methods and techniques. Students will engage in data analysis methods that are directly applicable to their own master's projects and the projects of their classmates when possible as well as general techniques for both quantitative and qualitative data analysis.							No equivalent course.
    SCED 205: Introduction to techniques (qualitative and quantitative methods) and procedures of scientific research. Each student is required to prepare and defend a working outline of a master's thesis or project in his or her area of concentration.							EDTE 250: The role of qualitative research in education and society. Historical theoretical groundings, ethical considerations, procedures in development and evaluation of research proposals, techniques of research data analysis.