The School of Education Brooklyn College

The Brooklyn College Graduate Program in Childhood Science and Environmental Education prepares pre-service and in-service elementary educators to be classroom teachers or school specialists with a specialization in science education. The Program leads to New York State Professional Certification for teachers of grades 1-6.

The aim of the Graduate Program in Childhood Science and Environmental Education is to meet the unique needs of the scientist-educator in the elementary school. Informed by the National Science Education Standards of the National Research Council for the professional development of science educators, the program involves teachers in learning science content using the process of inquiry. Program participants will be introduced to scientific literature, media and technological resources that expand their science knowledge and their ability to access further knowledge. Through exposure to resources that expand both science knowledge and the ability to access further knowledge the program aims to develop childhood science educators who will be both facilitators and practitioners of lifelong learning. We are also committed to expanding the classroom to include the local environment and science-rich community resources such as zoos, parks, museums, nature centers and gardens to empower children to become life-long learners.

The Program faculty is composed of scientists and educators with a commitment to improving early childhood and childhood science education. The program addresses teacher's individual needs as learners and builds on their current knowledge of science content, teaching and learning with the expectation that each individual brings varying degrees of experience, professional expertise and proficiency to the process. The program emphasizes the critical importance of collaboration in science and education.

We are committed to self-reflection on the process of teaching and learning science and to working in partnership with educators in local schools. Students enter the program in the fall and continue as a cohort through the four semesters of the core Masters Program, and will have constant opportunity for reflection on the process of teaching and learning science. Students will learn and use the skills of research to generate new knowledge about science and the teaching and learning of science in the elementary school with an emphasis on social justice.

For details of matriculation requirements please refer to the current graduate student bulletin.

The program embraces The National Science Education Standards vision for change throughout the system.

Less Emphasis On

Transmission of teaching knowledge and skills by lectures
Learning science by lecture and reading
Separation of science and teaching knowledge
Separation of theory and practice
Individual learning
Teacher as technician
Teacher as consumer of knowledge about teaching
Teacher as follower
Teacher as an individual based in a Classroom
Teacher as target of change

More Emphasis On

Inquiry into teaching and learning
Learning science through investigation and Inquiry
Integration of science and teaching knowledge
Integration of theory and practice in school settings
Collegial and collaborative learning
Teacher as intellectual, reflective Practitioner
Teacher as producer of knowledge about Teaching
Teacher as leader
Teacher as member of a collegial professional community
Teacher as source and facilitator of Change

Part-Time Faculty
Ingrid Clark, Instructor, New York City Department of Education; Susan Givner, Instructor, New York City Department of Education; Alon Gross, Instructor, New York City Department of Education; Richard Leide, Robert Marx, Instructor, New York City Department of Education; Laura Pessutti, Instructor, New York City Department of Education; Leah Sarasohn, Instructor, New York City Department of Education; Nedra Tasimowicz, Instructor, New York City Department of Education