The Status of Science Education Doctoral Programs in the United States: The Need for Core Knowledge and Skills.

Abstract

The last study of science education doctoral programs in the United States was completed over two decades ago. Since then there have been major standards, curriculum and school change initiatives that should have had an impact on framing the structure of these doctoral programs. This article synthesizes and analyzes the data from two surveys regarding science education doctoral programs. The first survey elicited data from 64 science education doctoral program heads about the status of their programs. The second elicited data from deans and heads of schools and departments of education about the need for and qualities expected of science education doctoral graduates. The findings, although encompassing the broad scope of content and skills of doctoral programs, have a particular focus on the need for enrichment in the areas of urban science teaching, the nature of science, and effective school change strategies in science education.