![]() “Through this process, I think our own students will identify their own misconceptions,” Luera said. Working with current teachers in actual classrooms, U-M–Dearborn students will assess what elementary students know about a “big idea” in science, identify some of their misconceptions, develop plans to lead students to the correct concepts and assess the impact on students’ learning. Gail Luera, assistant professor of science education, described the program that focuses on “big ideas” in science, such as energy and “scale and structure,” and how they are presented in different scientific disciplines. “Our program can help deal with the shortage because people who are career changers can keep their current jobs while completing the requirements for teacher certification, since we offer the courses in the evenings and on weekends.”Īnother project at the Dearborn School of Education has received a federal grant of $363,000 from the Fund for the Improvement of Post-Secondary Education to help future science teachers integrate major concepts and “action research” into their classrooms. ![]() “The master of arts in teaching degree program was developed to help southeast Michigan school districts, which are experiencing a shortage of qualified teachers, particularly at the secondary school level,” Poster said. ![]() Since the program was launched last fall, it has enrolled 94 students. ![]() John Poster, dean of the Dearborn campus’ School of Education, outlined enrollment growth in a master’s degree program aimed at “career changers” who hope to become high school teachers. Three innovative programs under way at the U-M–Dearborn School of Education were discussed at the regents meeting on the Dearborn campus last week. ![]()
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