B.A. Science Areas of Study
The WGU Bachelor of Arts in Science (5–9) program content is based on research on effective instruction as well as national and state standards. It provides the knowledge and skills that enable teachers to teach effectively in diverse classrooms. The B.A. in Science (5–9) program content and training processes are consistent with the accountability intent of the No Child Left Behind Act of 2001. The degree program is focused on the preparation of highly qualified teachers. As described in the federal legislation, a highly qualified teacher is one who not only possesses full state certification, but also has solid content knowledge of the subject(s) he or she teaches. The hallmarks of our program include: (a) appropriate and rigorous subject-matter preparation, (b) research-based pedagogical course preparation, and (c) clinical field experiences in which teacher candidates are supervised by trained coaches.
Teacher Education Foundations
Foundational Perspectives in Education
Students will learn the historical, legal, and philosophical foundations of education while reflecting on educational issues impacting today’s educators.
Fundamentals of Educational Psychology
Students will learn the major theories of typical and atypical physical, social, cognitive, and moral development of children and adolescents. Information processing, brain research, memory, and metacognition will also be covered.
Classroom Management, Engagement, and Motivation
Students will learn the foundations for effective classroom management as well as strategies for creating a safe, positive learning environment for all learners. Students will be introduced to systems that promote student self-awareness, self-management, self-efficacy, and self-esteem.
Students will learn how to make appropriate data-driven instructional decisions by exploring key concepts relevant to the administration, scoring, and interpretation of classroom assessments.
Foundations of College Mathematics
This course focuses on basic numeracy and calculation skills, basic algebra skills, basic geometry principles, and basic data and probability skills.
English Composition I
This course introduces learners to the types of writing and thinking that is valued in college and beyond. Students will practice writing in several genres and several media, with emphasis placed on writing and revising academic arguments.
English Composition II
English Composition II introduces learners to research writing and thinking that are valued in college and beyond. The Composition II course at WGU should be seen as a foundational course designed to help undergraduate students build fundamental skills for ongoing development in writing and research. Students will complete an academic research paper.
Collegiate Level Reasoning and Problem Solving
This course includes topics in problem identification and clarification, planning and information gathering, identifying assumptions and values, analysis and interpretation of information and data, reaching well-founded conclusions, and identifying the role of critical thinking in the disciplines and professions.
Understanding algebraic functions and their graphs as well as methods for solving equations and inequalities allows you to model real-world phenomena and solve problems. Engaging in this course will help you build these skills, as well as build a strong foundation in algebra for further mathematics courses you may complete for your degree program. Additionally, this course aims to help you build your problem-solving and critical-thinking skills, which can be used in any course, job, or situation.
Integrated Natural Sciences
Integrated Natural Sciences explores the natural world through an integrated perspective and helps students begin to see and draw numerous connections among events in the natural world. Topics include the universe, the Earth, ecosystems and organisms. Students apply scientific concepts in the examination of natural science fundamentals.
Elements of Effective Communication
Elements of Effective Communication introduces learners to elements of communication that are valued in college and beyond. Materials are based on five principles: being aware of your communication with yourself and others; using and interpreting verbal messages effectively; using and interpreting nonverbal messages effectively; listening and responding thoughtfully to others, and adapting messages to others appropriately.
Literature, Arts, and the Humanities
These courses focus on content, concepts, terminology, methodology, models, and issues within and across the disciplines of the humanities.
U.S. Government and Constitution
This course includes major themes in world history and United States history; basic economic concepts; and the nature and development of American government.
General Education Social Sciences
These courses includes topics in social science theory and method; human development and behavior; modern economic, social, and political institutions; and geography and human cultures.
General Science Content
General Chemistry I
In this course students will attain a solid understanding of fundamental chemistry concepts and a reasonable ability to solve chemical problems. Topics include measurement, elements and compounds, properties of matter and energy, the periodic table and chemical nomenclature, quantities in chemistry, chemical reactions, the modern atomic theory, and the chemical bond. Laboratory work focuses on using effective laboratory techniques to examine the physical and chemical characteristics of matter.
Principles of Biology
This course provides a broad overview of cellular biology, evolution, organisms, and ecology.
Earth and Space Science
This course provides a broad overview of the basic concepts in astronomy, geology, meteorology, and oceanography.
This course provides a broad overview of the principles of mechanics, thermodynamics, wave motion, modern physics, and electricity and magnetism and invites students to apply them by solving problems, performing labs, and reflecting on concepts and ideas.
Middle School Science: Content Knowledge
This course covers the content knowledge that a middle-level science teacher is expected to know and understand. Topics include scientific methodolgoies, history of science, basic science principles, physical sciences, life sciences, Earth and space sciences, and the role of science and technology and their impact on society.
Science, Technology, and Society
This course engages students in the study of the nature, processes, and applications of science and technology and arms them with the knowledge and skills necessary to understand explain important science concepts. The course addresses the historical evolution of scientific ideas, scientific inquiry, as well as how science is used to inform decision making on current issues.
Science Teaching and Learning
This course focuses on how to teach science and on preparing preservice science educators to teach science in a way that is accurate, current and engaging. Topics include models for teaching science through inquiry, evaluation of alignment to standards, effective use of learning communities, formative assessment strategies, and safety responsibilities.
Teacher Education Diversity
Fundamentals of Diversity, Inclusion, and Exceptional Learners
Students will learn the history of inclusion and develop practical strategies for modifying instruction, in accordance with legal expectations, to meet the needs of a diverse population of learners. This population includes learners with disabilities, gifted and talented learners, culturally diverse learners, and English language learners.
Introduction to Preclinical Experiences
Students will utilize video observations to reflect on a wide range of educational considerations so that they can develop the tools necessary to be prepared in the classroom. Students will document at least 40 hours of video observation.
Preclinical Experiences in Science
Students will observe and participate in a wide range of in-classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. Students will reflect on and document at least 60 hours of in-classroom observations. Prior to entering the classroom for the observations, students will be required to meet several requirements including a cleared background check, passing scores on the state or WGU required basic skills exam, a completed resume, philosophy of teaching, and professional photo.
Instructional Planning and Presentation
Introduction to Instructional Planning and Presentation
Students will develop a basic understanding of effective instructional principles and how to differentiate instruction in order to elicit powerful teaching in the classroom.
Instructional Planning and Presentation for Science
Students will continue to build instructional planning skills with a focus on selecting appropriate materials for diverse learners, selecting age- and ability- appropriate strategies for the content areas, promoting critical thinking, and establishing both short- and long- term goals.
Supervised Demonstration Teaching in Science
The Supervised Demonstration Teaching in Science courses involve a series of classroom performance observations by the host teacher and clinical supervisor that develop comprehensive performance data about the teacher candidate’s skills.
Teacher Work Sample in Science
The Teacher Work Sample in Science is a culmination of the wide variety of skills learned during your time in the Teachers College at WGU. In order to be a competent and independent classroom teacher, you will showcase a collection of your content, planning, instructional, and reflective skills in this professional assessment.
You will create an online teaching portfolio that includes professional artifacts (e.g. resume and Philosophy of Teaching Statement) that demonstrate the skills you have acquired throughout your Demonstration Teaching experience.
The Cohort Seminar provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills.