Biology Education (BS)

Federal CIP: 13.1322 Biology Teacher Education

Students interested in earning a Bachelor of Science (BS) in Biology Education must maintain an overall GPA of 2.75 with no grade lower than B- in all specified core curriculum, major, and professional courses in their program.

Learning Outcomes

Students completing the Bachelor of Science (BS) in Biology Education are expected to:

• integrate faith with learning in biology and the ability to discuss ethical implications, even at the global level in biology;
• be competent in cellular biology;
• be competent in molecular biology and genetics;
• be competent in organismal biology, including botany, zoology, microbiology, and anatomy and physiology;
• be competent in population biology and ecology;
• use the many tools utilized in biology: microscopes (i.e., brightfield, inverted, phase contrast, fluorescent, polarizing), electrophoresis, various types of chromatography, cell culture techniques, various types of spectrophotometry, computerize data acquisition in physiology, and other techniques; and
• be knowledgeable in the areas prescribed by the state of South Carolina as determined by the Praxis for Principles of Learning and Teaching and meet the following specialized professional association (SPA) standards:
  • NSTA Standard 1: Content Knowledge. Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
  • NSTA Standard 2: Content Pedagogy. Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
  • NSTA Standard 3: Learning Environments. Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources–including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
  • NSTA Standard 4: Safety. Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
  • NSTA Standard 5: Impact on Student Learning. Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
  • NSTA Standard 6: Professional Knowledge and Skills. Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.