Course descriptions are found in the UM-Dearborn Undergraduate Catalog and are listed here below. Graduate course descriptions are listed on the MSSE page.

This course is designed for people intending to become elementary school teachers and who have had little or no previous experience in science.  The course utilizes a laboratory approach to the study of the concepts, processes and value of elementary and middle school science. (Typically offered F,W,S)

This course is designed to meet the needs of K-12 teachers teaching about evolution. The Michigan Department of Education requires students to be able to explain how scientists construct and scientifically test theories concerning the origin of life and evolution of species. (Elective, not offered on a set schedule, may be offered online)

A capstone course for pre-service elementary teachers with a laboratory component designed to assist students in achieving deep understanding of a broad scientific concept and a discussion component designed to introduce and provide practice in classroom research.  Students will use the classroom research to prove misconceptions about the scientific concept explored in the laboratory. (Typically offered F,W)

An analysis of environmental education at both the elementary and secondary school level particularly stressing the environment as a teaching resource.  Community resources as they relate to environmental education are also investigated. Crosslisted as Environmental Studies 474. (Typically offered S, odd years)

A brief survey of the place of science in the secondary school curriculum, an analysis and evaluation of objectives, and a consideration of modern practices in teaching science.  Official admission to and good standing in the teacher certification program are required. (Typically offered once a year, F)

A supervised field experience related to the study of science in the secondary grades involving a minimum of 45 clock hours of observation and work spread over a semester in a school setting.  Official admission to and good standing in teacher certification program are required. Co-requisite is EDD480.  (Typically offered once a year, F)

Explores the objectives, methods and instructional emphasis of elementary school science. Stresses concept development in several areas of elementary science. Provides opportunity for preparation of materials for classroom use.  Official admission to and good standing in teacher certification program are required. (Typically offered F,W,S)

Course deals with the interpretation of the environment, its characteristics, and its presentation to school groups as well as the general public.  Intended to acquaint students with a variety of skills and techniques necessary for interpreting the environment to others.  Extensive use is made of the UM-D Environmental Study Area. Crosslisted as Environmental Studies 486. (Typically offered S, even years)

This course develops a strong conceptual understanding of physical science. Prospective K-8 teachers will participate in the same kind of inquiry-based experiences that they will use in their own teaching.  Topics will include light and color, matter, and motion. (Typically offered F,W, S)

This course develops a strong conceptual understanding of earth and planetary science.  Prospective K-8 teachers will participate in the same kind of inquiry experiences that they will use in their own teaching.  Topics will include geology, weather, and astronomy. (Typically offered F,W,S)

This course develops a strong conceptual understanding of life science. Prospective K-8 teachers will participate in the same kind of inquiry-based experiences that they will use in their own teaching. Topics will include characteristics of life, plants and animals, and ecology. (Typically offered F,W)

An inquiry-based physical science course suitable for prospective or practicing elementary teachers majoring in science studies.  Students will construct meaningful understanding of physics and chemistry concepts through discussion, hands-on experiences and computer simulations. Specific topics will include the application of the atomic model to the behavior of gases, physical changes, and chemical changes.  A learning-cycle pedagogy will be employed that consists of elicitation of initial student ideas, development of new or modified ideas, building student consensus on final ideas, and the application of ideas to new situations. (Typically offered once a year, W)

This course develops a strong conceptual understanding of earth science as it applies to the state of Michigan.  Prospective K-8 teachers will participate in the same kind of inquiry-based experiences that they will use in their own teaching.  Topics will include landforms, water, weather and seasons in Michigan. (Typically offered once a year, S)

A problem-base learning course suitable for prospective or practicing elementary and middle-school teachers who major or minor in integrated science studies. This course builds on and reinforces content learned at the introductory level by applying life science concepts to complex real-world  problems presented in class. Students will work in small groups to identify and research concepts and principles they need to know in order to progress through the real-world life science problems.  The case studies used will require the understanding and application of concepts in cell structure and function, genetics, animal and plant physiology, and ecology. (Typically offered once a year, F)