Stephen Witzig Photo

Stephen Witzig

Associate Professor

STEM Education & Teacher Development

508-910-9030

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Liberal Arts 398E


Education

2012University of MissouriPhD in Science Education

Teaching

Programs

Teaching

Courses

The use of current techniques and materials in science in grades 5-9. Using an integrated approach of pedagogy and content special attention will be given to new information technologies, reform-based teaching practices and problem-solving and reasoning. General science concepts are aligned with the academic standards of the Massachusetts curriculum frameworks. This course satisfies state initial license instructional methods requirements.

A content/methods course designed to integrate four important aspects of teaching science in the school: becoming a reflective practitioner, gaining knowledge of oneself as a learner of science, gaining knowledge of oneself as a teacher of science, and gaining knowledge of children. This course prepares one to craft a science teaching practice that reflects current educational research, philosophies, and methodologies. DOE Subject Matter Knowledge Requirements are developed via class articles and learning experience and extension assignments. Educators will implement, evaluate, and reflect on instructional strategies unique to high school science teaching.

Synthesize critical research processes, theories of learning, and current research themes in STEM Education to which students are introduced in their first year. From this synthesis, students are expected to select and refine a researchable topic for their pilot study to be conducted during the Introductory and Preparatory phases of the doctoral program (Years 1&2).

Qualifying Exam Preparation Capstone Course. Prepare students for their qualifying exams by synthesizing the lessons learned by the authentic I.earning experience and focusing research questions in preparation for their advanced coursework. In addition, the course will focus on formal writing both for grant applications, scholarly articles and the dissertation.

Qualifying Exam Preparation Capstone Course. Prepare students for their qualifying exams by synthesizing the lessons learned by the authentic I.earning experience and focusing research questions in preparation for their advanced coursework. In addition, the course will focus on formal writing both for grant applications, scholarly articles and the dissertation.

STEM curriculum design, development, implementation, and reform. Students will focus on analyzing grades K-16 curriculum, intentions for students' learning outcomes, associated pedagogical styles and integration. Students will examine existing reform and basal curricula texts, and the development of new activities and activity structures that replace or transform existing texts based upon present STEM education theory and new technologies. Students will also be introduced to issues behind curricula reform and integration focusing on fidelity of implementation.

Topics not included in the regular offerings of the department. The specific topic is stated when the course is scheduled. May be repeated with change of content. The course satisfies 600-level elective requirements for the Mathematics Education PhD.

Topics not included in the regular offerings of the department. The specific topic is stated when the course is scheduled. May be repeated with change of content. The course satisfies 600-level elective requirements for the Mathematics Education PhD.

An internship conducted at a local research institution, the Kaput Center or at an institution out of state or internationally. Students will be mentored by an adjunct research associate at the host institute to develop their research skills in the field including data collection and analysis, and enhancing their awareness of the complexities of educational research.

Special topics in STEM education. Students will focus on a topic not included in the regular offerings of the department The specific topic is stated when the course is scheduled. The course will require students to engage in reading existing research and engaging in in a project related to that research that may include conducting new research, synthesizing existing research, or other authentic learning activities related to becoming a scholar in the field of STEM education.

Teaching

Online and Continuing Education Courses

The use of current techniques and materials in science in grades 5-9. Using an integrated approach of pedagogy and content special attention will be given to new information technologies, reform-based teaching practices and problem-solving and reasoning. General science concepts are aligned with the academic standards of the Massachusetts curriculum frameworks. This course satisfies state initial license instructional methods requirements.
Register for this course.

A content course designed to gain an understanding of the basic processes accounting for environmental changes. The fundamental question of why the natural world is the way it is will be addressed with topics that support how students can be facilitated in exploring the natural world and making educated decisions pertaining to natural resource and environmental issues.
Register for this course.

A content course designed to gain an understanding of the basic processes accounting for environmental changes. The fundamental question of why the natural world is the way it is will be addressed with topics that support how students can be facilitated in exploring the natural world and making educated decisions pertaining to natural resource and environmental issues appropriate for the secondary biology classroom.
Register for this course.

An advanced treatment of special topics in biology with an emphasis on recent developments. The subject matter varies from year to year.
Register for this course.

A content/methods course designed to integrate four important aspects of teaching science in the school: becoming a reflective practitioner, gaining knowledge of oneself as a learner of science, gaining knowledge of oneself as a teacher of science, and gaining knowledge of children. This course prepares one to craft a science teaching practice that reflects current educational research, philosophies, and methodologies. DOE Subject Matter Knowledge Requirements are developed via class articles and learning experience and extension assignments. Educators will implement, evaluate, and reflect on instructional strategies unique to high school science teaching.
Register for this course.

Research

Research Interests

  • Development of teachers’ specialized knowledge for teaching science
  • Socioscientific issues based education
  • Informal science contexts & field based teaching/learning
  • Scientific practices & formative assessment in science

Select publications

Sickel, A. J. & Witzig, S. B., (Eds.) (2017).
Designing and teaching the secondary science methods course: An international perspective

Witzig, S. B., Halverson, K. L., Siegel, M. A., & Freyermuth, S. K. (2013).
The interface of opinion, evaluation, and understanding while learning about a socioscientific issue
International Journal of Science Education, 35(15), 2483-2507.

Witzig, S. B., Freyermuth, S. K., Siegel, M. A., Izci, K., & Pires, J. C. (2013).
Is DNA alive? A study of conceptual change through targeted instruction
Research in Science Education, 43(4), 1361-1375.

Dr. Witzig holds a Ph.D. in Science Education from the University of Missouri. He joined the UMass Dartmouth faculty in 2012 and teaches courses in both the Ph.D. program in STEM Education as well in the Masters of Arts in Teaching programs. Stephen’s research focuses on the development of teachers’ specialized knowledge for teaching science, scientific practices, and bridging research relationships among scientists, classroom teachers, and science teacher educators. His work focuses on the sources of teachers’ content and pedagogical knowledge, how experience shapes knowledge, socioscientific issues based education, qualitative methods in science education, and areas of student learning including the roles of students and teachers in learning science. He has published his work in the International Journal of Science Education, Research in Science Education, Journal of College Science Teaching, and Biochemistry and Molecular Biology Education, among others and has a co-edited book entitled Designing and Teaching the Secondary Science Methods Course: An International Perspective.

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