This concentration is housed within the Educational Studies program, which fosters collaboration among students and faculty in a number of specializations sharing a commitment to the integration of theory and research on teaching, learning, equity, educational access, opportunity, and justice in preK-12 and outside of school settings.
If you are keen to explore the key questions facing today’s science education practitioners, this program will allow you to work side by side with professionals immersed in the field to examine a wide spectrum of critical issues such as:
- How to improve science and engineering learning opportunities for children and youth both in and out of schools.
- How to design equitable science and engineering learning environments and curriculum materials to value the assets and interests that non-dominant and historically underrepresented youth bring to their science learning.
- How new educational technologies can help teachers and students improve learning in science and engineering.
- What teachers and youths should know about the role of language and other representations in science and engineering learning.
- How to design teacher education opportunities to help teachers learn to engage in ambitious science teaching.
- How to work with university faculty to better support equitable undergraduate science and engineering education.
Some of the exciting projects recently completed or currently underway in Science Education include the following:
- A project focused on how University of Michigan undergraduate elementary teacher education program interns (preservice teachers) develop a set of high-leverage science teaching practices, such as supporting children to construct scientific explanations, or eliciting students' thinking about science, and how they develop content knowledge for science teaching, including understanding the science content and practices and strategies for teaching it to children.
- A project on the relational nature of learning for undergraduate STEM students who serve as mentors to low-income, immigrant, and refugee youth in the community-based setting.
- The research and development of curriculum materials for elementary and secondary teacher education courses in science education and provision of associated professional development for new science teacher educators.
- Developing educative elementary science curriculum materials and researching student and teacher learning.
Additional Certificate and Endorsement Opportunities
Learning Experience Design Certificate
Students complete the following courses:
- EDUC 790 – Foundations of Schooling (3 credits)
- EDUC 791 – Foundations of Teaching & Learning (3 credits)
- EDUC 792 – Methods of Educational Research: Qualitative (3 credits)
- EDUC 793 – Introduction to Quantitative Methods in Educational Research (3 credits)
- EDUC 898 – Professional Development Seminar (1 credit); need 4 credits total
- An advanced research methods course (3 credits)
Students complete the following courses:
- EDUC 830 – Historical and Philosophical Roots of Science Education (3 credits)
- EDUC 831 – Theory and Research on Learning and Instruction in Science (3 credits)
- EDUC 832 – Theory and Research on the Development of Expertise in Science Teaching (3 credits)
- EDUC 834 – Designing Science Learning Environments (3 credits)
Cognates are defined as graduate, non-Education courses. Cross-listed, meet-together courses with Education can be elected to fulfill the cognate requirement. With advisor approval, students may choose Higher Education courses.
Students complete a minimum of one and up to three credits in each of the following apprenticeships:
- EDUC 789 – Research Apprenticeship
- Graduate Student Research Assistant (GSRA) Position or Apprenticeship to Faculty Member
- EDUC 798 – Teaching Apprenticeship
- Graduate Student Instructor (GSI) Position or Apprenticeship to Faculty Member
Preliminary exam credits
Students complete a minimum of one and up to three credits in each of the following courses:
- EDUC 991 – Prelims Part A (1 credit minimum) (may be elected more than once)
- EDUC 992 – Prelims Part B (1 credit minimum) (may be elected more than once)
Frequently Asked Questions
Educational Studies is suspending admissions to its PhD program for the fall of 2021. We are doing this to ensure that we can continue to provide the support needed by our current students at this uncertain time. However, we are engaged in an exciting redesign of our PhD program and look forward to welcoming your applications in the fall of 2021 for the fall of 2022. Please check in (at this site) for updates regarding our redesign efforts.
GRE general exam required
Financial aid available
Fall term only
Graduates typically go into these industries
After completion of your doctorate in Science Education you will be prepared for research and leadership positions in the following areas:
- Non-profit organizations and research institutes
- Museums and other informal science learning settings
- Curriculum development organizations
- Organizations related to K-12 schooling (such as state departments of education, school district offices)
Graduates often work as
- Education Consultant
- Director of Research
- Research Design Specialist
- Research Investigator
- Research Specialist
Recent job titles include
- Associate Director of Education Research
- Chief of Research
- Clinical Professor
- Deputy Director
- Director of Enrollment Research and Data Management
- Director of Mathematics Learning Center
- Instructional Consultant
- Principal Researcher
- Research Scientist
Teaching and research assistantships are available for qualified applicants. Teaching assistantships involve working with science methods and practicum classes and/or the field instruction of student teachers. Research assistantships involve work on a variety of externally funded projects.