| September 9, 2010    

ADMISSION BACK TO MAIN	Master of Arts in Education, major in Science Education (MAEd- SED)
	Course # Course Title Credits Prerequisite/s A. FOUNDATION COURSE 12 Units GED 101  Educational Research and Ethical Standards This course focuses on the foundations of educational research. The purpose of research that impacts decision-making and educational practices will be explored. Students will be involved in the various elements of an action research project, including ethical standards, problems, writing style, literature review, research designs, data collection, and data analyses. The elements involved in the process of conducting research will be discussed. 3   GED 102  Inferential Statistics This course is designed to provide the knowledge necessary to understand the processes of collecting and analyzing research data, interpreting published research results, and to permit preparation and presentation of professional research papers. Students will also develop a basic knowledge and understanding of widely used statistical tests. Content to include are basic concepts of statistics, sampling and frequency distribution, descriptive statistics, and inferential statistics. Inferential Statistics includes the different parametric and nonparametric tests. 3 GED 103  History and Philosophy of Contemporary Education This course examines the historical and philosophical foundations of contemporary education in our socially and culturally diverse country. The thoughts of influential people are examined. The student is challenged to build a philosophy of education by identifying the ideologies behind educational systems, curricula and goals. Further, this course includes a variety of experiences oriented around a set of philosophical issues related to education and designed to help the students to meet the outcomes. These experiences will include reading, research, lecture, guided discussion, small group discussion, student presentations, and directed writing assignments. It is hoped that students will take the opportunity to relate these issues and experiences to the events in their own educational history and begin to develop an informed and reflective professional understanding of these events, so that they will help rather than hinder their own professional growth. 3 GED 104  Leadership in Education This course examines the roles and functions of the educational leadership and explores its principles and concepts. Research, theory, and systematic change are studied and integrated to develop principals who are collaborative instructional leaders for schools of the 21st century. It also provides students with the opportunity to evaluate and apply ethical principles in their own educational settings. Within a classroom or as the leader of a school, teachers and administrators will develop and refine the skills necessary to analyze and integrate constructive ethics into practices that support the success of educators, their students, and the community. Emphasis is placed on the ways ethics affect thinking, decision-making, professional conduct and learning. 3 B. ELECTIVE COURSE 6 Units GED 107  Psycho-Social Perspectives of Education This course is based upon the concept: the professional educator is a facilitator of growth and learning for all students under his/her care. Its two broad topics include (a) Psychological Perspectives of Education, and (b) Social Perspectives in Education. This course is designed to develop knowledge of contemporary psycho-social theories and research relevant to the analysis of psycho-social problems in education. The foundational concepts are explored through an in-depth analysis of the organization of schools and the processes of psycho-social change with special emphasis on the contemporary topic of school reform and a thorough investigation of the role of the family environment, and an exploration of social dynamics with the family environment, and other emerging social, cultural and psychological issues in education. Other social issues affecting education are, likewise, given focus. 3 GED 108  Comparative Models of Education This course offers comparative study of the best schools systems in Europe, Asia, and America, dealing primarily with their philosophy, curriculum, organization, with particular reference to public education theories underlying modern techniques in education; social are political implications of these educational innovations and thrusts. Specific focus is placed on alternative instructional delivery systems and other learning modalities for learners across all levels in education. Students will be required to make an extensive study on specific topics in the course with the Philippines as point of reference. 3 GED 109  Advanced Information Technology in Education This subject deals with the fundamental concepts of information technology. It gives emphasis in the use of e-mail, surf, chat, modes and other functions of the internet and its application. However, integration of computers as an educational technology is its main thrust. It equips students with the competencies in the preparation of technology-based learning materials in the different subject areas. 3 C. SPECIALIZATION COURSES 18 Units SED 401  Experimental and Quasi-Experimental Researches This course acquaints students with the major methodological issues associated with experimental and quasi-experimental research designs used in education. Students will be led to understand that experimental methods are a study of causal relationships - that the independent variable (A) caused the dependent variable (B). This course also utilizes the effective use of statistics in experiments. 3 SED 402  Fundamental Principles, Laws and Processes in Physical Sciences This course is designed to provide and enhance a strong foundation in the concepts, principles, laws and processes of physical science. It aims to develop a high level of competency in teaching physical sciences. It covers selected major topics in chemistry, Physics and Earth Science. 3 SED 403  Special Topics in Biological Sciences This course is a study and analysis of selective laws, principles and processes in Biology.  It aims to provide science teachers an extensive grounding in science concepts and to update the teacher regards recent development in the field of Biology. 3 SED 404  Advanced Genetics and Evolution Advanced Genetics and Evolution is a course designed to provide an extensive and deep understanding of different aspects of genetics and evolution. It will include genetic and chromosomal aberrations, genetic diversity, natural selection and various principles, which govern evolution, extinction as well as preservation of populations. The course is designed to acquire a solid foundation in the science of heredity and variation. Up-to-date processes and concepts such as cloning and recombinant DNA technology will be included in this study. 3 SED 405  Scientific Investigation This course is designed to introduce the student to concepts and problems related to the conduct of scientific investigation. The investigation will be based on principles and practices learned in physical and biological sciences. It will emphasize the importance and limitations of theory and methodology in science investigation. In its laboratory component, a scientific investigation will be conducted, results of investigation will be recorded, and designs of tables and graphs will reflect data in a logical and organized format. Results will be interpreted, and conclusions will be formulated based on hypothesis. A scientific paper will be the requirement of the course. 3 SED 406  The Teaching of Science The course is designed to help science teachers learn to teach science in ways that are consistent with what is known about science in contemporary society. In this course, students will identify major science concepts and experience a comprehensive coverage of teaching strategies, including science through direct instruction, inquiry, discovery, experiential learning and constructivism. Student will coordinate science projects, conduct classes outdoors, and manage hands-on science classrooms. Students will design and implement classroom lesson plans with their peer and in actual rooms. A culminating activity in the course will include a demonstration teaching utilizing a non-conventional instructional methodology. 3   D. OTHER PROGRAM REQUIREMENTS 9 Units    Comprehensive Examination - All the foundation, elective and major courses GED 105  Thesis Seminar Students may begin work on the proposal component of the thesis up to the successful completion of the outline research course. Using their outlines as a framework, students will create an implementation proposal for their research project. After the approval of their problem statements, theoretical/conceptual framework, specific problems presented in matrices by their Thesis Seminar Professor and the Dean, students may proceed working on the Thesis Proposal. The proposal contains the first two (2) chapters of the thesis, together with the data-gathering tools. The output of this course is a thesis proposal, written in formal text following the prescribed writing format and style of the Division. Upon completion of the thesis proposal, students may proceed to the colloquium phase. 3 95% of all the courses taken and satisfact- orily passed GED 106  Thesis Writing The final phase of the research is the formal report and presentation of outside proof that the researcher has really conducted the thesis. Students will analyze their results and integrate all the components of the thesis into an acceptable report form. The final two chapters for the research report include analysis and interpretation of findings and the summary, conclusions, and recommendations for change. This course further reviews various application of the research to different sectors. Students explore skills related to oral defense presentations and communicating findings to agencies and organizations. The process of using research outputs as the basis for policy formulation for further improvement is also examined. 3 Thesis Seminar and Comprehensive Exam Total Credits 45 For more inquiries, please contact: Master of Arts in Education major in Science Education Dr. Ferdinand Lacuata (3rd floor, ADMIN Bldg.), 629 J. Nepumuceno St. Quiapo, Manila, Philippines Telephone Nos: Tel. no. (632) 734-56-01 to 05 loc. 110 Fax: 734-18-85