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.
Douglas B. Larkin is an Associate Professor in the Department of Teaching and Learning at Montclair State University. He has worked as a high school science teacher and educator in New Jersey, Wisconsin, Kenya, and Papua New Guinea. His research examines science teacher preparation and retention, as well as issues of equity and justice in teacher education.
Inhaltsangabe
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
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