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Elementary Science Methods: An Assets-Based Approach to Teaching, Learning, and Advocacy, Grades K6 [Mīkstie vāki]

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  • Formāts: Paperback / softback, 216 pages, height x width x depth: 230x154x14 mm, weight: 286 g, 12 BW Illustrations, 41 BW Photos, 13 Tables
  • Izdošanas datums: 17-Jan-2022
  • Izdevniecība: Rowman & Littlefield Publishers
  • ISBN-10: 1538127121
  • ISBN-13: 9781538127124
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Elementary Science Methods: An Assets-Based Approach to Teaching, Learning, and Advocacy, Grades K6Palielināt
  • Formāts: Paperback / softback, 216 pages, height x width x depth: 230x154x14 mm, weight: 286 g, 12 BW Illustrations, 41 BW Photos, 13 Tables
  • Izdošanas datums: 17-Jan-2022
  • Izdevniecība: Rowman & Littlefield Publishers
  • ISBN-10: 1538127121
  • ISBN-13: 9781538127124
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781538127124.html
Keywords:

This book is designed to meet the needs of future elementary teachers preparing to teach science using an assets-based approach to science teaching and tools for advocating for scientific teaching and learning with respect to the NGSS.

Foreword xi
Acknowledgments xiii
1 An Introduction to Assets-Based Elementary Science Teaching
1(6)
Advocating For Science
3(1)
Science Inside The Elementary Classroom
4(3)
An Activity for Teachers
4(2)
Reflecting on Your Exploration
6(1)
Chapter 1 Supplementary Lesson: Cookie Chemistry Lesson
7(8)
2 A Developmental Perspective on Science Teaching and Learning
15(12)
John Dewey (1859--1952)
18(2)
Implications for Science Teaching
19(1)
Jean Piaget (1896--1980)
20(2)
Implications for Science Teaching
22(1)
Lev Vygotsky (1896--1934)
22(2)
Implications for Science Teaching
24(1)
Putting The Pieces Together
24(1)
An Activity for Teachers
24(1)
Conclusion
25(2)
3 Inquiry-Based Teaching: Connecting Theory to Strategy
27(12)
An Example Activity
28(1)
Inquiry-Based Science Instruction
29(4)
The Continuum of Inquiry
30(2)
Foundations for Inquiry-Based Science
32(1)
But Why Inquiry?
32(1)
Strategies For Inquiry-Based Science Teaching
33(4)
Learning Cycle Models for Inquiry-Based Science Teaching
34(1)
Phases of Inquiry Model
35(1)
Discrepant Events
36(1)
Is Inquiry the Only Way?
36(1)
Conclusion
37(2)
4 What Is (and Isn't) Science Anyway?
39(12)
Scientific Investigations Use A Variety Of Methods
42(1)
Scientific Knowledge Is Based On Empirical Evidence
43(1)
Scientific Knowledge Is Open To Revision In Light Of New Evidence
43(1)
Scientific Models, Laws, Mechanisms, And Theories Explain Natural Phenomena
43(1)
Science Is A Way Of Knowing
44(1)
Scientific Knowledge Assumes An Order And Consistency In Natural Systems
45(2)
Science Is A Human Endeavor
47(1)
Science Addresses Questions About The Natural And Material World
47(1)
Teaching Science At The Elementary Level
48(1)
An Example
48(1)
Conclusion
49(2)
5 The Next Generation Science Standards: An Introduction
51(12)
Standards Are Not Curriculum
52(1)
Science Standards In The United States
53(1)
The Next Generation Science Standards (Ngss)
54(8)
Disciplinary Core Ideas
56(1)
Crosscutting Concepts
57(1)
Science and Engineering Practices
58(2)
Reading the NGSS
60(1)
Using the NGSS
61(1)
A Challenge
62(1)
Conclusion
62(1)
6 Asking Good Questions and Developing Lessons
63(16)
Productive Questions
64(1)
Attention-Focusing Questions
64(1)
Measuring and Counting Questions
64(1)
Comparison Questions
64(1)
Action Questions
64(1)
Problem-Posing Questions
65(1)
Bloom's Taxonomy
65(1)
Other Models For Questioning
66(1)
Uncovering Student Thinking Using Questioning
67(1)
Planning Instruction
68(4)
Backward Design
69(3)
Conclusion
72(1)
Chapter 6 Supplementary Lesson: Termite Trails Lesson
73(6)
7 Connecting Science to Language Arts and Mathematics
79(18)
English Language Arts
82(4)
Mathematics
86(2)
Using The Standards To Help Build Integrated Lessons
88(2)
Chapter 7 Supplementary Lesson A: Horseshoe Crab Lesson
90(3)
Chapter 7 Supplementary Lesson B: Battleship Wind Farm
93(4)
8 STEM and STEAM: Creativity and Problem-Solving in Elementary Science
97(22)
What Is Stem Anyway?
98(7)
The Engineering Design Process
98(2)
Some Examples of STEM in Elementary Classrooms
100(4)
STEM and Failure
104(1)
Stem And The Ngss
105(3)
A Challenge to Teaching STEM in Science
107(1)
Steam
108(5)
Communication
110(1)
Community Building
111(1)
Content Explanation
111(1)
Creative Expression
112(1)
Conclusion
113(1)
Chapter 8 Supplementary Lesson: Ride Or Diatom Lesson
114(5)
9 Beginning to Use Science to Advocate
119(14)
Scientific Argumentation
121(1)
Socioscientific Issues
122(1)
Controversial Ideas In Science
123(3)
Introducing Science And Scientists To The Elementary Classroom
126(3)
A Sense Of Place
129(3)
Conclusion
132(1)
10 Equity, Diversity, and Inclusion in Science Teaching
133(14)
Diversity In Science And Engineering
134(4)
Family Engagement
138(1)
Anti-Racist Science Teaching
139(1)
Scientific Vocabulary
140(1)
An Assets-Based Approach To Science
141(1)
Science Teaching As An Inclusive Practice
142(4)
Universal Design for Learning
142(4)
Conclusion
146(1)
11 How Do We Know What We Know in Science?
147(12)
Teacher-Created Assessment
150(3)
Selected-Response Items
150(1)
Constructed-Response Items
151(1)
Portfolio or Performance Assessments
152(1)
Using Rubrics And Checklists
153(1)
Formative Assessment
154(3)
Formative Assessment before Instruction
154(1)
Formative Assessment during Instruction
155(1)
Formal Formative Assessment
155(1)
Informal Formative Assessment
156(1)
Exemplar Formative Assessment Strategies
156(1)
A Challenge
157(1)
Conclusion
158(1)
12 Science Outside of School
159(14)
Informal Science And The Ngss
161(2)
Venues for Learning Science outside the Classroom
161(2)
Everyday Learning: Joey
163(2)
Designed Environments: The Franklin Institute
165(1)
Programs: Parkway Elementary School's Environmental Stem Club
166(2)
The Opportunity Gap: Why Informal Science Learning Deserves Attention
168(3)
Conclusion
171(2)
13 Advocating for Science
173(6)
Advocating For A Cause
175(1)
Connecting across Content Areas
175(1)
Current Events and Relevant Issues
176(1)
Steps For Classroom Practice
176(3)
Glossary 179(4)
References 183(8)
Index 191(10)
About the Author 201
Lauren Madden is associate professor of Elementary and Early Childhood Education at The College of New Jersey, where she teaches undergraduate and graduate science teaching methods courses and degree capstone courses. She has published science education articles in many peer-reviewed journals, including Journal of Science Teacher Education, Science and Children (NSTA), Journal of Early Childhood Teacher Education, Research in Science Education, Environmental Education Research, CITE Journal (Society for Information Technology and Teacher Education), International Journal of Science Education, and others. Her research interests include scientist-educator collaboration, intersections of Next Generation Science Standards and Common Core Curriculum Standards, preservice teacher perspectives and attitudes on STEM education, and the uses of interactive science notebooks.