Science Education

Credits: 3

This course will begin with an exploration of personal perspectives on the human-nature relationship and address the following areas: the relevance of eco-philosophical literature to personal eco-philosophies and drawing upon the research interest to derive knowledge claims in a mixed qualitative/quantitative context. Participants will review conceptions of Environmental Education (EE) and its research and practice which will incorporate the teaching and research interests, ideally across sciences, languages, humanities, and arts. Participants will also analyze how environmental science, aesthetics, ethics, and histories together with environmental action and community inform EE practice and what might they include as elements of their own eco-philosophies.

Credits: 3

This course analyzes and evaluates contemporary TPACK-related research and its implications for M&S teaching and learning, examines the process of TPACK acquisition by K-12 and postsecondary M&S teachers, proposes multiple ways of implementing research-informed education research on technology-enhanced M&S teaching provides constructive feedback aimed at implementing technology-enhanced pedagogies recognizes multiple sides of educational technologies and their pedagogical implications and produces high-quality academic papers in the field of educational technology implementation in M&S.

Course participants will examine existing research and develop criteria for evaluating technology-enhanced M&S activities, their pedagogical effectiveness, and their impact on students. To link the theory to practice, course participants will apply these criteria for designing and evaluating their own technology-enhanced M&S learning environments: an Educational Technology Exploration paper (theoretical analysis) and an Educational Technology M&S Lesson/Unit/Workshop/Lab Design Project (practical application).

Credits: 3

This course provides opportunities for students to examine various issues, perspectives, and paradigms in mathematics education and mathematics education research. The course issues may include the role of mathematics in STE(A)M, decolonizing and indigenizing mathematics education and STEM education, mathematics education in communities and connected to land/place, mathematics education for sustainability, and ethical issues related to teaching, learning, and researching mathematics for living well.

Credits: 3

In this course, we will delve into contemporary issues in mathematics education from starting points of language, embodied learning, and the arts. We will look beyond the level of words and vocabulary to include broader linguistic ideas that help clarify issues in mathematics teaching and learning. We will explore embodied ways of knowing, including embodied metaphor, gesture, and (kin)aesthetic ways of knowing, and the ways that these connect with symbols and diagrams. We will also explore interactions of mathematics and the arts in the broadest sense (visual arts, music, dance, drama, literary arts, fashion arts, architecture) and work with ways these can be brought into play in teaching and learning.

Credits: 3

In this course, we will focus on students’ mathematical thinking in various contexts, at various grade levels and ages, as reported in research articles, captured on video/audio, or gathered by participants in the course. In addition, we will focus on strategies for capturing, listening, and responding to and supporting students’ mathematical learning. Questions to be addressed include: What is the nature of students’ mathematical thinking? How do they share their understandings (verbally, in writing, or visually)? How do parents and teachers mediate students’ mathematics learning? This course is suitable for students from across departments and disciplinary areas, especially those who have an interest in or teach in preschool/primary/elementary classrooms.

Credits: 3

In this graduate seminar, we will collectively explore contemporary issues and research in mathematics education pertaining to teachers and learners at elementary, middle school, secondary and tertiary levels (e.g. grades 5 and above). The curriculum will be emergent and, to the extent possible, will reflect and draw upon the interests and curiosities of students in the course. Topics explored may include- learners’ mathematical understanding, mathematical knowledge for teaching, inquiry, and problem solving, mathematics in out-of-school contexts, mathematics as habits of mind, teacher change, curricular reform, the role of textbooks and assessment in instruction, parental support, and so on.

We will engage in conversations about readings, activities, and our personal experiences to enrich our understandings of the chosen topics, and the ways in which they connect to research-based and innovative practices, related theories, and future research. Assignments will seek to inspire and support students to enact and reflect upon (small) changes in their own practices that contribute to enhancing mathematics education (for at least one learner).

Credits: 3

Participants in this seminar will explore the implications of current perspectives in science for science education. This course will be approached through the examination of various scientific controversies and what they tell us about how knowledge gets constructed. Issues of equity in general, including gender and multiculturalism in science, will also be explored and implications for school app science drawn.

Credits: 3

This course is designed to introduce teacher inquiry approaches employed around the world. In focusing on the social contexts where teachers collaborate, engage in classroom research, and develop their own professional practices, the course introduces theories and research that underpin teachers’ learning and enacting teaching in social contexts. Learning theories that have direct applications for classroom teaching will also be explored. Specifically, a variety of teacher collaborative inquiry approaches is drawn upon to help participants develop an understanding of how social contexts of school science, and other disciplinary areas, could be effectively transformed into spaces where learning could occur for students and teachers. Participants will be invited to reflect on the nature and roles of collaboration, teacher research, educational research, theoretical frameworks, innovative practices, and teacher reflection to promote discourses within social contexts.

Both Science and non-Science majors are welcome to participate in this course.

Credits: 3

This course is designed to develop knowledge in science education and teaching by exploring the intersection between science, science education, and philosophy. It seeks to expand participants’ current understandings of science and science education and to encourage the exploration of a range of perspectives. Through the course, participants will be introduced to select science and science education theories. They will be guided to examine discourses, issues, and practices that are germane to science are thus examined alongside science education programming in British Columbia, Canada, and the world. This introductory course to (science) education issues and theories will provide students opportunities to contextualize their own understandings of their professional practice and academic interests.

Credits: 3

This course explores themes, theories, research studies, and perspectives concerning learning in informal environments such as natural and social history museums, science centers, art galleries, zoos, and aquaria. Participants will be provided with the opportunity to explore the nature and character of learning in informal settings; key influencing factors shaping learning; methodological approaches and issues surrounding researching learning arising from experiences in informal contexts.

Classes will be typified by both instructor and student-facilitated seminars focusing on critical engagement and debate of the literature of the field in the light of various theoretical and methodological standpoints. Classes will also involve the elucidation of key theoretical tenants through practical experiences examining learning in various informal settings, such as the Vancouver Aquarium and the HR MacMillan Space Center.

Credits: 3

This course will engage the participants in the critical examination of research paradigms and corresponding research themes and methods in the field of science education. The main focus will be on the K-12 and college students and their learning of science. Participants will explore how/when and where science learning happens, how it can be facilitated, what promotes and what impedes science learning, and how the knowledge students gained is transferred to other fields. While we will focus on science learners, we will also discuss the implications of the results of science education research on science teaching.

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 October 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 December 12.

* The department deadline for receipt of completed, doctoral program applications is December 1.
* References are due December 7.

Document type

1. Scanned copies of all official transcripts and degree certificates (if any). Submit | Online.
2. Three letters of recommendation (one of which for doctoral applicant must be from a member of the thesis supervisory committee). Submit | Online.
3. CV/resume. Submit | Online.
4. Evidence of English language proficiency. Submit | Online.
5. Sample of Writing for doctoral applicants (no more than ten pages). Submit | Online.
6. Any additional information. Submit | 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 Recommendation

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.