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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.
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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.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 134
- Erscheinungstermin: 18. September 2019
- Englisch
- Abmessung: 236mm x 155mm x 13mm
- Gewicht: 295g
- ISBN-13: 9780367189952
- ISBN-10: 036718995X
- Artikelnr.: 57780736
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 134
- Erscheinungstermin: 18. September 2019
- Englisch
- Abmessung: 236mm x 155mm x 13mm
- Gewicht: 295g
- ISBN-13: 9780367189952
- ISBN-10: 036718995X
- Artikelnr.: 57780736
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
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
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