This book provides fresh perspectives for teachers working to make science accessible to all K-12 students. The second edition addresses teaching and learning science in a post-pandemic world and the importance of equity and justice in science classrooms. This is a perfect resource for pre-service and in-service teachers and educators.
This book provides fresh perspectives for teachers working to make science accessible to all K-12 students. The second edition addresses teaching and learning science in a post-pandemic world and the importance of equity and justice in science classrooms. This is a perfect resource for pre-service and in-service teachers and educators.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Douglas B. Larkin is Professor of Teaching and Learning at Montclair State University, USA. 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
Part 1: Student Ideas Are the Raw Material of Our Work 1. Aiming for Culturally Relevant Science Teaching 2. Eliciting Students' Ideas 3. Every Misconception a Shiny Pebble 4. Responding to Student Questions Without Giving Answers Part 2: Real Science, Real Students 5. HeLa Cells, High-speed Chases, and Other Essential Questions 6. Reconsidering Labs and Demonstrations for Model-Based Inquiry 7. What if the Stork Carried 20-sided Dice? 8. Eyes Like a Scientist 9. In Praise of Field Trips and Guest Speakers 10. "Before Today I was Afraid of Trees" Part 3: Science Teacher Learning 11. Observing Candles and Classrooms 12. Mentoring New Science Teachers 13. The Black Belt Science Teacher 14. Teaching at the Boundaries of Our Knowledge 15. Playing School vs. Doing Science Part 4: Teaching Science in an Ever-Changing World 16. Notes from a Classroom Visit 17. The Toughest Year So Far 18. Can't We Just Teach the Science? Afterword: Good Reasons for Becoming a Science Teacher
Part 1: Student Ideas Are the Raw Material of Our Work 1. Aiming for Culturally Relevant Science Teaching 2. Eliciting Students' Ideas 3. Every Misconception a Shiny Pebble 4. Responding to Student Questions Without Giving Answers Part 2: Real Science, Real Students 5. HeLa Cells, High-speed Chases, and Other Essential Questions 6. Reconsidering Labs and Demonstrations for Model-Based Inquiry 7. What if the Stork Carried 20-sided Dice? 8. Eyes Like a Scientist 9. In Praise of Field Trips and Guest Speakers 10. "Before Today I was Afraid of Trees" Part 3: Science Teacher Learning 11. Observing Candles and Classrooms 12. Mentoring New Science Teachers 13. The Black Belt Science Teacher 14. Teaching at the Boundaries of Our Knowledge 15. Playing School vs. Doing Science Part 4: Teaching Science in an Ever-Changing World 16. Notes from a Classroom Visit 17. The Toughest Year So Far 18. Can't We Just Teach the Science? Afterword: Good Reasons for Becoming a Science Teacher
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