Science Education


Our graduate programs in Science Education are ideal for those seeking to make a difference in teacher education; learning and teaching at the elementary, secondary, and post-secondary levels; industry; teaching and research institutions; government and private sector bodies; museums; outdoor setting and other science-based organizations.

The Department of Curriculum and Pedagogy offers a PhD concentration and MA and MEd specializations in Science Education, along with a secondary Teacher Education (BEd) major, Diploma, and Certificate in Science Education.

Doctor of Philosophy (PhD)- Curriculum Studies (Science Education)

Quick Facts

Mode of delivery: Face to Face
Registration Options: Full-time - 4 years

Overview

The PhD in Curriculum Studies is a flexible, research-oriented doctoral program designed for students interested in the organization of learning within educational settings. The program combines 18 credits of course work with a research dissertation. Six credit of course work are conducted as a group cohort with fellow doctoral students (doctoral seminar EDCP601 and EDCP602) in the first term and second terms of the first year. In addition to these two courses, two research methodology courses and two specialization courses (18 credits total) will be undertaken prior to candidature. You will select your courses in consultation with your supervisor(s) or program coordinator, based on your prior academic work and research interests. Students in the PhD program typically reach candidacy by the end of the second year of their studies. Doctoral students will be mentored by experienced faculty members to conduct independent research studies driven by their own interests and contemporary issues and problems in the field. Typically, students devote two year of their program carrying out research and writing dissertation to make an original contribution to knowledge in the area of specialization.

The Master of Arts (MA) - Science Education

Quick Facts

Mode of delivery: On-Line and Face to Face
Registration Options: Part-time - 2 years +

Overview

The Master of Arts - Science Education is a research degree that offers a wide range of opportunities to pursue interests in STEM Education with the emphasis on science education. The program is ideal for those seeking leadership roles in order to make a difference in teacher education; learning and teaching at the elementary, secondary, and post-secondary levels; industry; teaching and research institutions; government and private sectors; museums; outdoor settings and other science-based organizations. The degree prepares graduates to pursue doctoral studies.
The program’s philosophy is that advances in educational theory influence practice to improve the quality of education. Educators are empowered by research collaboration across disciplines, countries, and contexts. Accordingly, this program values diverse expertise, experience, research collaborations, mentorship, and innovative ideas. Through individual and collective research, graduate students will develop and enhance their knowledge, theoretical understandings, and practice of Science Education. Graduate students will be mentored by experienced faculty members to conduct independent research studies driven by their own interests and contemporary issues and problems in the field.
The Program will prepare graduates to advance the quality of education at their institutions and is offered on-line with on-campus options to accommodate working professionals in British Columbia and worldwide.

Requirements

Undergraduate degree in Education and/or Science with related experience.
MA https://www.grad.ubc.ca/prospective-students/graduate-degree-programs/master-of-arts-science-education

The Master of Education (MEd) - Science Education

Mode of delivery: On-Line and Face to Face
Registration Options: Part-time - 2 years +

Overview

The Master of Education - Science Education degree offers students opportunities to pursue a wide range of research and professional interests in the field of STEM Education with the emphasis on science education. The program is ideal for those seeking to make a difference in teacher education; learning and teaching at the elementary, secondary, and post-secondary levels; industry; teaching and research institutions; government and private sector bodies; museums; outdoor setting and other science-based organizations. The program’s philosophy is that theory and practice are inextricably linked and work hand in hand to improve the quality of education. Educators are empowered by collaboration across disciplines, countries, and contexts. Therefore this program values diverse expertise and experience; collaboration and mentorship; and innovative ideas, theories and practices. Through the pursuit of student individual and collective interests, graduate students will develop and enhance their knowledge and practice of Science Education. Graduate students will be equipped to advance the quality of education and/or assume leadership roles in the field.
The program is offered on-line with on-campus options to accommodate working professionals in British Columbia and worldwide.

Requirements

Undergraduate degree in Education and/or Science with related experience.
MEd https://www.grad.ubc.ca/prospective-students/graduate-degree-programs/master-of-education-science-education

Bachelor of Education (BEd)
Please see link for info.

All graduate program applicants in the Department of Curriculum and Pedagogy (EDCP) must meet the minimum entry requirements established by the Faculty of Graduate and Postdoctoral Studies, which oversees graduate work at UBC. Applicants who do not meet the minimum requirements will be considered for admission only in exceptional circumstances.

Master of Arts

In addition to the Faculty of Graduate and Postdoctoral Studies requirements, the program normally requires:

    1. One-two year/s of teacher education; or a four-year Bachelor’s degree in Education. In special circumstances teacher education may be waived for those applicants who have a university degree with sufficient standing and experience related to their proposed field of study.
    2. Normally 18 credits of senior course work or a professional concentration in the area of interest.
    3. Normally two years’ teaching experience or other relevant professional experience.

Master of Education

Same as for the MA. However, applicants for MEd must be inclined to focusing their studies on application of educational theory in their professional practice.

Doctor of Philosophy

In addition to the Faculty of Graduate and Postdoctoral Studies requirements, the Curriculum Studies graduate program requires a master’s degree with high standing in a relevant educational discipline and evidence of potential to carry out research.

    1. a Master’s degree with high standing in a relevant educational discipline,
    2. a sample of work demonstrating scholarly writing,
    3. a letter of intent describing the focus of the proposed research,
    4. The support of three referees, one of which must be from a member of your thesis supervisory committee.
    5. For students possessing a thesis-based Master’s degree from other than a relevant educational discipline, it may be possible to proceed into the Ph.D. after taking the core course requirements of an appropriate Master’s degree in education at UBC.

Master of Arts

30 Credits – Suggested Program (* denotes required course)

Year 1
1 Winter 1 (September) EDCP 562 (3) Introduction to Curriculum Issues and Theories*
2 Winter 2 (January) EDCP 557 (3) Issues in the Teaching and Learning of the Sciences
3 Summer 1 (April – May) EDUC 500 (3) Research Methodologies in Education*
4 Summer 2 (June – August) EDCP585b (aka 544) (3) Teaching Math and Science through Technology
5 Elective 1 (3) Elective option #1
Year 2
6 Winter 1 (September) EDCP 558 (3) Science Learning in Informal Settings
7 Winter 2 (January) EDCP 538 (3) Theory and Research in Environmental Education
8 Summer 1 (April – May) EDCP 599 (3) Master’s Thesis
9 Summer 2 (June – August) EDCP 599 (3) Master’s Thesis
10 EDCP 599 (3) Master’s Thesis

 

Notes:
• A maximum of 6 credits may be taken at the 300-400 level.
• A maximum of 6 credits of any EDCP585 courses may to count towards the MA degree.
• A maximum of 12 credits of Science Education courses at the 500 level is required for the MA degree.
• Electives Options:

  • Approved electives may be taken at other universities, subject to the terms of the Western Deans’ Agreement. http://wcdgs.ca/ WCDA Form  and Graduate Exchange Agreement (McGill University, University of Toronto and University of Montréal). GREX Form
  • There are wide variety of on-campus (UBC-Vancouver or Okanagan) and on-line course which are acceptable as electives and vary in the offering from year to year. See PDCE Courses.

• For more information on requirements, see the master’s program guides: Master’s Program Guidelines


Master of Education

T30 Credits – Suggested Program (* denotes required course)

Year 1
1 Winter 1 (September) EDCP 562 (3) Introduction to Curriculum Issues and Theories*
2 Winter 2 (January) EDCP 557 (3) Issues in the Teaching and Learning of the Sciences
3 Summer 1 (April – May) EDUC 500 (3) Research Methodologies in Education*
4 Summer 2 (June – August) EDCP585b (aka 544) (3) Teaching Math and Science through Technology
5 Elective 1 (3) Elective option #1
Year 2
6 Winter 1 (September) EDCP 558 (3) Science Learning in Informal Settings
7 Winter 2 (January) EDCP 538 (3) Theory and Research in Environmental Education
8 Summer 1 (April – May) EDCP 559 (3) Research in Teaching and Learning in the Sciences
9 Summer 2 (June – August) Elective 2 (3) Elective option #2
Year 2 + 1 term
10 Final Term Winter 1 (September) EDCP 590 (3) Graduating Paper

 

Notes:
• For B.C. teachers: Teacher Qualification Service requires a capstone experience (EDCP 590 (3) Graduating Paper).
• A maximum of 6 credits may be taken at the 300-400 level.
• A maximum of 6 credits of any EDCP585 courses may to count towards the MEd degree.
• A minimum of 12 credits of Science Education courses at the 500 level is required for the MEd degree.
• Electives Options:

  • Approved electives may be taken at other universities, subject to the terms of the Western Deans’ Agreement. http://wcdgs.ca/ WCDA Form  and Graduate Exchange Agreement (McGill University, University of Toronto and University of Montréal). GREX Form
  • There are wide variety of on-campus (UBC-Vancouver or Okanagan) and on-line course which are acceptable as electives and vary in the offering from year to year. See PDCE Courses.

• For more information on requirements, see the master’s program guides: Master’s Program Guidelines


Doctor of Philosophy

The PhD in Curriculum Studies is a flexible, research-oriented doctoral program designed for students interested in the organization of learning within educational settings. If you are admitted, you will take your first doctoral seminar in the first term and second doctoral seminar in the second term of the first year. In addition to these six credits, you will need two research methodology and two specialization courses (18 credits total). You will select your courses in consultation with your supervisor(s) or program coordinator, based on your prior academic work and research interests. Students in the PhD program typically reach candidacy by the end of the second year of their studies. In exceptional circumstances, students are allowed to take additional year to reach candidacy. Normally, students devote two to three years of developing, carrying out research, and writing dissertation to make an original contribution to knowledge in the area of specialization.

The university allows doctoral students up to six years to complete program requirements.

Please browse our admissions page for more information and applications to the Department.

The EDCP 601 and 602 doctoral seminars are core academic experiences for students and foster a collaborative environment for learning and research. All students are required to successfully complete both EDCP 601 and EDCP 602. EDCP 601 examines the emergence of contemporary conceptions of curriculum and pedagogy, looking across various historical and theoretical influences. Emphasis is placed on analysis of varied conceptual, philosophical, and political perspectives, explicit and tacit rationales for formal education, and consequent principles that infuse conceptions and enactments of curriculum and pedagogy. EDCP 602 unpacks the epistemological and ontological positions of various paradigms used in contemporary studies of curriculum and pedagogy. These include hermeneutic, critical, feminist, and post-structuralist thought. The course examines how scholars of curriculum and pedagogy interpret educational events, focusing on how methods and claims are informed by notions of truth, reality, and subjectivity.

In consultation with a supervisor(s) or program coordinator, students in the PhD program are expected to take minimum six credits of courses in their specialization so that they are familiar with current theory and research. Most of the courses in the student’s specialization are completed prior to reaching candidacy. PhD students typically take additional courses to give them the breadth and depth of understanding of contemporary theories, issues and debates expected of those pursuing the highest degree awarded by the university. These courses are recommended when they are considered a necessary contribution to the student's scholarship.

PhD students are expected to be familiar with the various methods used in contemporary educational research and to become expert in the particular methods they use in their own research. Developing proficiency in research methods—including the strengths and weaknesses of each approach—normally requires enrolling in available courses and reading widely in the research methods literature. Before research proposals are approved, students are expected to demonstrate that they have acquired the knowledge and skills necessary to successfully carry out their research plan. Students are required to complete a minimum of six credits in research methods courses at 500 – 600 level (excluding EDUC 500 or equivalent.)

All students in the PhD program are required to successfully complete a comprehensive examination after most of their coursework is completed and before they present their research proposal. The examination is prepared in consultation with the student’s research supervisory committee or program advisory, depending on when it is taken. Details about the comprehensive examination and choices that students make related to the format of the examination can be found at http://edcp-educ.sites.olt.ubc.ca/files/2013/08/EDCP_Guidelines_Comp_Exam_Dec2010.pdf.

Students develop research proposals which must be presented to and approved by a research supervisory committee. The committee comprises of a research supervisor and at least two other committee members.

Students are recommended to be admitted to candidacy upon completing the required courses, successful completion of comprehensive examination, and successfully defending their research proposal.

The PhD dissertation is an original piece of research that contributes to knowledge in the student’s area of specialization. Research supervisory committees provide direction to the student, read and critique drafts of the dissertation, and, when the dissertation is complete, participate in the final oral examination.

All doctoral students are full-time students and are expected to engage in their studies on a full-time basis. All students must register when they begin their studies. Students must remain continuously registered until the degree is completed, except for periods of time for which the student is away on an approved leave of absence. Failure to register for two consecutive terms may result in the student being required to withdraw. Each student’s program of study must be approved by the home graduate program. All doctoral students are assessed fees according to Schedule A. Programs are paid for on a per-degree rather than a per-course basis, and there is no limit on the number of courses taken or audited during a program. Students have six years to graduate from the doctoral program, with extensions granted only under exceptional circumstances. A one-year parental leave from the program is available, and requests made for other special circumstances are considered.

For more information on requirements, see the doctoral program guides:
PhD Program Guidelines

For questions, please email the Graduate Program Assistant.

HOW TO APPLY

The most important first step in applying for admission to our graduate program is finding and approaching a potential supervisor in the department. This gives you an opportunity to discuss the research you are interested in completing as a graduate student. We make every effort to match an applicant with a supervisor. However, if there are no supervisors available, we will not be able to offer an admission to an applicant. Anyone interested in applying for admission to graduate program in our department is advised to visit the Curriculum and Pedagogy website via the Faculty page to find faculty whose research aligns with their interests. There is a space in the application form for you to list your preferred supervisors.

Submit your application online

Complete the online application. To be considered for admission, submit your completed application including all supporting documents, by the deadlines noted below. Note: the online application will be open September 1.

For detailed application process and requirements, click here.

Please follow the instructions on the online application portal.

Early submissions are encouraged.

 

  • The department deadline for receipt of completed, master program applications is December 1.
    References are due January 2.
  • The department deadline for receipt of completed, doctoral program applications is December 1.
    References are due December 2.
Document Type How to Submit
1. Scanned copies of all official transcripts and degree certificates (if any); Online
2. Three letters of recommendation (one of which for doctoral applicant must be from a member of the thesis supervisory committee); Online
3. CV/resume; Online
4. Evidence of English language proficiency; to be submitted directly to the Department of Curriculum and Pedagopgy
5. Sample of Writing for doctoral applicants (no more than ten pages); online
6. Permanent Resident Card (both sides), when applicable; online
7. Any additional information. by email attachment to edcp.grad@ubc.ca
Transcripts & Degree Certificates

Applicants will be asked to upload transcripts with their grade key (usually located on the back of the transcript). Even if the applicant does not yet have final marks on the transcript, we still require a copy as evidence of registration and academic progress (we do not accept printed student’s records).

Upload scanned transcripts and degree certificates (if any) online. Please be advised that if you are admitted you will be required to submit original transcripts and degree certificates (if any) in the SEALED and ENDORSED envelopes as soon as possible after admission is offered. Students are not allowed to register in courses until this requirement is met.

Statement of Intent for MA and PhD Applicants

In the application portal, you will be given the opportunity to add a Statement of Intent (maximum 2 pages) describing why you choose to pursue graduate studies at UBC and in which area of research you want to concentrate your work. For more information, click here.

Statement of Intent for MEd Applicants

Please write a summary of your reasons for wishing to enroll in the program of your choice, and what it is that you hope to achieve in completing this program.

Letters of Recommentdations

We require three letters of recommendation (one of which for doctoral applicant must be from a member of the thesis supervisory committee). See detailed requirements.

Referees will be able to upload their letters once you have submitted your application, so please ensure that they are able to submit by the deadlines noted above and that you provide them with appropriate timelines.

Evidence of English Language Proficiency

Applicants from a university outside Canada in which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to the application deadline in December.
Test scores must have been taken within the last 24 months at the time of submission of your application, and official test scores ordered from the testing agency is required.

TOEFL minimum scores
Test Format Minimum Score
Internet-based 92 (minimum 22 on each component)
Computer-based 237
Paper 580

TOEFL Institution Code: 0965,
TOEFL Department Code: 85

Detailed language requirements and other acceptable English proficiency tests

Permanent Residents

Permanent Residents are required to provide proof of immigration status and date of landing by submitting a copy of the Record of Landing Form or a copy of both the front and back of their Permanent Resident card.

Additional Information

You are welcome to submit additional information, regarding professional employment experience, publications, or awards, which you feel should be taken into account in considering your application. These can be sent by email attachment to edcp.grad@ubc.ca.

Mailing Address

Department of Curriculum & Pedagogy
Faculty of Education
University of British Columbia
Scarfe Building 2125 Main Mall
Vancouver BC V6T 1Z4 Canada

Important Numbers

Apply for graduate programs:
Alan Jay
604.822.5367
Email: edcp.grad@ubc.ca

Apply for undergraduate programs:
Contact the Teacher Education Office