This book offers science teachers a new way of thinking by drawing on research that explores new methods to make science accessible to K-12 students. Through engaging anecdotes, Larkin empathizes the challenges faced by science teachers, and presents a clear pathway to successful, inspiring, and culturally relevant science teaching.
This book offers science teachers a new way of thinking by drawing on research that explores new methods to make science accessible to K-12 students. Through engaging anecdotes, Larkin empathizes the challenges faced by science teachers, and presents a clear pathway to successful, inspiring, and culturally relevant science teaching.
Acknowledgments Introduction: Teaching Real Science to Real Students: On Being a Thoughtful Science Teacher and Doing a Good Job PART I Student Ideas Are the Raw Material of Our Work 1 Aiming for Culturally Relevant Science Teaching: An Argument for Meeting Our Students Where They Are 2 Eliciting Students' Ideas: Student Ideas as the Raw Material of Science Teachers' Work 3 Every Misconception a Shiny Pebble: Glimpsing Beautiful and Productive Extensions of Prior Knowledge 4 Responding to Student Questions Without Giving Answers: "Maybe it Will Just Have to Remain a Mystery Forever" PART II Real Science, Real Students 5 HeLa Cells, High-speed Chases, and Other Essential Questions: Because Science Class Should Not Be a Trivia Game 6 Reconsidering Labs and Demonstrations for Model-Based Inquiry: Don't Throw Away Those Owl Pellets Just Yet 7 What if the Stork Carried 20-sided Dice? On the Use of Models and Simulations as Tools for Thinking 8 Eyes Like a Scientist: Framing Safety as Part of Scientific Practice for Students 9 In Praise of Field Trips and Guest Speakers: Bringing the Inside-Out and the Outside-In for Science Learning 10 "Before Today I was Afraid of Trees": Rethinking Nature Deficit Disorder in Diverse Classrooms PART III Science Teacher Learning 11 Observing Candles and Classrooms: Learning from Other Teachers by Withholding Judgment 12 Mentoring New Science Teachers: Novices Get Better When We Support Them with Good Feedback 13 The Black Belt Science Teacher: Differentiation and a Speculative Learning Progression for Science Teachers 14 Teaching at the Boundaries of Our Knowledge: Being Knowledgeable Enough About What We Teach to Not Feel Like a Fraud 15 Playing School vs. Doing Science: Providing All Students with Access to the Means of Knowledge Generation Afterword: Good Reasons for Becoming a Science Teacher
Acknowledgments Introduction: Teaching Real Science to Real Students: On Being a Thoughtful Science Teacher and Doing a Good Job PART I Student Ideas Are the Raw Material of Our Work 1 Aiming for Culturally Relevant Science Teaching: An Argument for Meeting Our Students Where They Are 2 Eliciting Students' Ideas: Student Ideas as the Raw Material of Science Teachers' Work 3 Every Misconception a Shiny Pebble: Glimpsing Beautiful and Productive Extensions of Prior Knowledge 4 Responding to Student Questions Without Giving Answers: "Maybe it Will Just Have to Remain a Mystery Forever" PART II Real Science, Real Students 5 HeLa Cells, High-speed Chases, and Other Essential Questions: Because Science Class Should Not Be a Trivia Game 6 Reconsidering Labs and Demonstrations for Model-Based Inquiry: Don't Throw Away Those Owl Pellets Just Yet 7 What if the Stork Carried 20-sided Dice? On the Use of Models and Simulations as Tools for Thinking 8 Eyes Like a Scientist: Framing Safety as Part of Scientific Practice for Students 9 In Praise of Field Trips and Guest Speakers: Bringing the Inside-Out and the Outside-In for Science Learning 10 "Before Today I was Afraid of Trees": Rethinking Nature Deficit Disorder in Diverse Classrooms PART III Science Teacher Learning 11 Observing Candles and Classrooms: Learning from Other Teachers by Withholding Judgment 12 Mentoring New Science Teachers: Novices Get Better When We Support Them with Good Feedback 13 The Black Belt Science Teacher: Differentiation and a Speculative Learning Progression for Science Teachers 14 Teaching at the Boundaries of Our Knowledge: Being Knowledgeable Enough About What We Teach to Not Feel Like a Fraud 15 Playing School vs. Doing Science: Providing All Students with Access to the Means of Knowledge Generation Afterword: Good Reasons for Becoming a Science Teacher
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Shop der buecher.de GmbH & Co. KG Bürgermeister-Wegele-Str. 12, 86167 Augsburg Amtsgericht Augsburg HRA 13309
