Specialization in Teaching of Biology

The Master in Education in the Teaching of Biology and the Teaching of Chemistry has the purpose of developing professionals with broad knowledge of the teaching and learning processes of sciences and a major depth of scientific knowledge. It aspires that program graduates will make a significant contribution to the education system though curriculum review and educational innovations directed towards an education of excellence in the area of sciences.

The San Germán Campus is authorized to offer this program.

Program Goals

1. Offer a graduate program of excellence.
2. To train the student in the use of the contemporary methodology of science education.
3. Prepare teachers with innovative teaching methodologies.
4. Prepare teachers with scientific and technological knowledge that meets the needs of society.
5. Prepare educators who own the knowledge and skills to integrate the theoretical and philosophical framework of educational processes with the processes of science.
6. Encourage the development of ethical behavior and attitudes in scientific processes.

Program Objectives

It is expected that at the end of the program the participants will be able to:

1. Develop knowledge, techniques and scientific tools that enrich the process of teaching science.
2. Participate in the curricular design and evaluation processes.
3. Evaluate the academic achievement of the student using a constructivist approach.
4. Develop practices aimed at planning, implementation and evaluation of teaching that reflect academic rigor.
5. Develop skills of interpretation and analysis of data and information in science or in science education using statistical methods.
6. Create research experiences that apply to science teaching processes.
7. Establish the relationship between science and technology and its impact on society.
8. Recognize that scientific activity is governed by ethical and moral principles.
9. Recognize the value of honesty, objectivity and the absence of prejudices in the teaching-learning process and those of scientific research.
10. Use interdisciplinary connections.

Competencies Profile of Graduates

Knowledge

1. Demonstrate and master knowledge in:
   1. Contemporary methodologies of science education.
   2. Techniques for measurement and evaluation of learning.
   3. Development, implementation and evaluation of the science curriculum.
   4. The main research of education in science and science itself.
   5. Statistical analysis of the tests, their interpretation and their application to teaching processes.
   6. Strategies and teaching models and their application in the various disciplines and levels.
2. Scientific thinking.
3. The current topics in the sciences.
4. The role of technology to facilitate the teaching and learning of science.
5. Scientific knowledge to interpret and analyze daily life situations.
6. Constructivist vision as a framework for teaching science in a way that promotes the acquisition of knowledge through the principles and techniques of this type of learning.
7. Science from an interdisciplinary perspective.
8. The relationship that exists between science, technology and society.

Skills

1. Apply in the classroom the content, the methodology and the ways of evaluating learning, studied through the different courses of the program.
2. Promote a scientific culture.
3. Develop and evaluate the science curriculum within the social and cultural context of Puerto Rico.
4. Demonstrate understanding of knowledge and scientific research and its relationship to technology.
5. Interpret information and new experiences from a prior knowledge standpoint.
6. Promote reflective thinking to encourage the learning of science.
7. Develop interpretation and analysis skills for the appropriate use of scientific knowledge.
8. Demonstrate the skills of a science instruction designer.
9. Recognize and use technology as a facilitator of new knowledge and of the better techniques and instruments for studying science.
10. Reinforce the ability to critically analyze situations and apply scientific knowledge to find logical solutions to problems.
11. Design activities for the classroom where the constructivist learning postulates are integrated through the design and use of didactic materials.
12. Use the scientific methodology as a tool to solve science or real-life problems.
13. Use assessment techniques that are consistent with the curriculum and the teaching-learning process of the sciences.
14. Recognize the classroom as a dynamic laboratory for the teaching-learning process of science.
15. Manage scientific literacy to strengthen science education.
16. Establish a climate in the classroom that meets the learning, social, and emotional needs of students.

Attitudes

1. Recognize and apply the ethical and moral values of justice, truth and intellectual honesty in the sciences and identify the consequences if those values become absent in scientific research procedures.
2. Recognize that technological activity must use scientific knowledge to improve the quality of life and the development of the society where it has lived.
3. Promote respect and appreciation for nature.
4. Develop an interest in having an environmental conscience.
5. Recognize the teaching role as that of a constructive change agent and a facilitator of learning.
6. Identify the scientific culture as a tool that enables you to act responsibly with yourself and with the society in which you live.
7. Consider being part of the community of science educators committed to sharing the instructional ideas and current reforms of science education with one another, which will result in the appreciation and advancement of the teaching of the discipline.
8. Develop a positive attitude toward the interdisciplinary approach in science education.
9. Take responsibility for contributing to the development of an educated being in the field of science.
10. Promote the design of curricula that stimulate the formation of citizens with deep levels of thought, which will contribute to improving the quality of individual life and society in general.

Admission Requirements

In addition to satisfying the requisites for admission to master's studies established by the University, the candidate who wishes to enter the Master of Arts in Education with a Specialization in the Teaching of Science must meet the requirements of the specialization, as explained below.

One of the following options:

1. Bachelor of Arts in Secondary Education in Biology or Chemistry.
2. Certificate of Master of Secondary Education in Sciences in the concentration to which he aspires to be admitted.
3. Bachelor of Science in Biology, Chemistry or Physics, six (6) credits in Foundations of Education and three (3) credits in Methodology of Teaching in the area of Natural Sciences.

Graduation Requirements

In addition to satisfying the graduation requirements established in this Catalog, the student must approve one of the following three modalities:

1. Comprehensive Exam
2. Research Project
3. Integrative Seminar

Requirements for the Master of Education in the Teaching of Biology

Core Requirements	12 credits
Specialization Requirements	18 credits
Total	*30-33 credits

Core Requirements - 12 credits

EDUC 5107	Technological Innovations in the Teaching of Sciences	3
EDUC 5133	Statistics	3
EDUC 6061	Contemporary Methods in the Teaching of Sciences	3
EDUC 6063	Curricular Design and Evaluation in Education in Science	3

Specialization Requirements - 18 credits

BIOL 5011	Organisms: Diversity and Interactions	3
BIOL 5012	Human Biology	3
BIOL 6000	Ecology, Evolution and Environmental Sciences	3
BIOL 6050	Cellular and Molecular Biology	3
BIOL 6110	Research Skills in Biology	3
BIOL 6111	Current Topics in Biology	3

Graduation Requirement

The student must approve one of the following three modalities:

*The students opting for the Integrative Seminar in Biology or the Research Project in Biology will complete a total of 33 credits.