| Description |
1 online resource (xxvi, 447 pages) : illustrations (chiefly color) |
| Series |
Springer texts in education |
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Springer texts in education.
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| Contents |
Introduction : cases written for, with, and by elementary teachers of science / Meenakshi Sharma and Sophia Jeong -- Considering diversity equity and inclusion. Case : no podemos abandonar las ciencias : supporting science home learning with multilingual families / Cory Buxton and Karla Hale -- Commentary : La Ciencia en el Arte de hacer Tamales : finding other ways to support families / Diana M. Crespo-Camacho -- Case : the day the dirt flew / Catherine Citta -- Commentary : tend the soil before planting the seeds / Rachel A. Larimore -- Case : can we start with science today? / Brianna Wallace and Michael Svec -- Commentary : partnering with university outreach experts / Cynthia Canan --Case : I'm not stupid in your classroom! / Deborah Hanuscin -- Commentary : designing equitable science instruction for all students / Delinda van Garderen -- Case : when the sun doesn't shine / Wahyu Setioko and Afif Alhariri Pratama -- Commentary : cultivating cultural knowledge / Ashlyn E. Pierson -- Case : Clarissa says God doesn't exist / Ryan S. Nixon -- Commentary : Clarissa doesn't speak for science / Mark A. Bloom -- Case : Andrea draws a scientist / Katie L. Brkich, Maria A. Rodriguez, and Alejandro Gallard Martinez -- Commentary : Andrea's organic scientist / Jennifer D. Adams -- Case : Joseph has no money for groceries! / Alexis D. Riley and Felicia Moore Menash -- Commentary : get to know your students / Olayinka Mohorn -- Case : did I inherit my curly hair from my mom..., or from my ma? / David Steele and Sophia Jeong -- Commentary : it never occurred to me to ask / Stephanie Eldridge -- Designing science instruction. Case : growing wonder, growing crystals : pedagogical choices in preschool science inquiry / Julianne A. Wenner, Sara Raven, and Kelly Baldwin -- Commentary : unstructured play or effective science inquiry? / Kathryn A. Baldwin and Allison Wilson -- Case : the nature of science is an important aspect of science, but can my third graders understand it? / Valarie L. Akerson and Ingrid S. Carter -- Commentary : professional learning and taking risks : how understanding the nature of science influences instruction / Melanie Kinskey -- Case : broccoli, bones, and inquiry's plight / Heather F. Lavender -- Commentary : expecting the unexpected of the inquiries / Mutiara Syifa – Case : problem amongst the planets / Thomas Gaudin -- Commentary : connecting fieldtrips to classroom learning / Julia D. Plummer -- Case : should student exploration always come before teacher explanation? / Elsun Seung -- Commentary : Yes! Explore before explain / Joseph A. Taylor and Rodger W. Bybee -- Case : a question I couldn’t Answer / Bailey Ondricek and Ryan S. Nixon -- Commentary : some questions have no correct answer, and that’s ok -- Mu-Yin Lin and Anthony B. Thompson -- Case : we are now a STEM School with a summer STEM program? How do we do that? / Helen Douglass and Geeta Verma -- Commentary : supporting teachers in STEM instruction / Adronisha T. Frazier -- Meeting science standards. Case : learning to be literate : navigating the tensions of literacy in, about, and for science / LeeAnna C. Hooper -- Commentary : negotiation of meaningful literacy / Kathryn M. Bateman -- Case : growing in understanding NGSS science and engineering practices / Akarat Tanak -- Commentary : science starts with a question / Deborah Hanuscin -- Case : too loud to learn / Megan E. Lynch, Jennifer L. Cody, and May Lee -- Commentary : too loud or too controlled to learn? / Maria Varelas -- Case : when state standards change : dilemmas of teachers of color / Bhaskar Upadhyay and Stefanie L. Marshall -- Commentary : the unfortunate realities of elementary science instruction / Terrance Burgess -- Case : fluffy, puffy, and made of what? / Chelsea M. Sexton and Jeremy Peacock -- Commentary : incorporating models in science instruction / Lynn A. Bryan -- Fostering science and engineering practices. Case : demystifying magic with STEM / Thomas Meagher, Michelle Simon, and Gillian Roehrig -- Commentary : early science and ELA : a mutual enrichment / Joseph W. Spurlock -- Case : but Miss, there are six oceans, not five? / Andrew Gilbert and Valery Erickson -- Commentary : the wonder of childhood and the sacred act of wondering / Adam Johnston -- Case : The bible and the beast / Jaclyn Kuspiel Murray -- Commentary : creating a space for students’ understanding of science and religion in the elementary classroom / Ian C. Binns -- Case : is only sticky important? Sensemaking through equitable discussion in a first-grade engineering lesson / Dearing Blankmann, Alison K. Mercier, and Heidi Carlone -- Commentary : when culturally sustaining science pedagogy becomes “sticky” / Randy K. Yerrick -- Utilizing technology in science learning environments. Case : fly girls face failure / Sally Creel -- Commentary : flying into mistakes : doing “real” science / Kimberly Haverkos -- Case : scratching and rocking with rocks! / Tamieka M. Grizzle -- Commentary : not just “scratching” the surface / Holly Amerman and Caleb Amerman -- Case : transitioning to online learning : when your a student gets an F / Ji Shen -- Commentary : managing expectations during online learning / Kimberly Dinsdale -- Case : sphero struggle : productive or demoralizing? / Lautaro Cabrera -- Commentary : spheros struggle : where failure and success intersect / Ellie Cowen -- Assessing students’ learning. Case : thinking outside of the (check) box : honoring creativity within, and of, young children’s science learning / Mandy McCormick Smith and Sophia Jeong -- Commentary : can you score uniqueness, creativity, and imagination? / Sevil Akaygun -- Case : what happened to the puddle? / Jennifer C. Stark -- Commentary : being your own worst critic / Stacey Britton -- Case : sunscreen design for assessing students’ engineering practices and science learning / Valarie Bogan and S. Selcen Guzey -- Commentary : the integration and assessment of science and engineering practices / Kristina M. Tank -- Case : “arts and crafts” with a side of science / Michelle J. Petersen -- Commentary : the good, the bad, and the misunderstood : developing and using models / Ayça K. Fackler -- Case : where the river flows / Elizabeth A. French -- Commentary : stream studies are engaging / Alec Bodzin and Kate Popejoy -- Addressing socioscientific issues. Case : don’t drink the water / Lisa Mekia McDonald and Felicia Moore Mensah -- Commentary : murky water or clouded judgment? / Rashida Robinson -- Case : but why do we need to study this? the case of arsenic in the school’s soil / José M. Pavez -- Commentary : whose science is of the most worth? Making a case for problem posing instead of problem solving / Rouhollah Aghasaleh -- Case : school-cafeteria make-over real-world style -- Cassie F. Quigley, Danielle Herro, and Lisa M. Kreklow Weatherbee -- Commentary : struggling to make a difference through students’ research informed activism / Deborah J. Tippins -- Case : “Are we getting rid of a soccer field? But I have nowhere else to play soccer!” : implementing an SSI-based ecosystem unit in the third grade / Laura Zangori -- Commentary : teaching with socioscientific issues / Troy D. Sadler -- Caring for living organisms. Case : you’re just not yourself these days / Nick Fuhrman -- Commentary : the tremendous benefits of classroom animals / Teresa Shume -- Case : getting down and dirty / Sarah J. Carrier and M. Gail Jones -- Commentary : diversity in the pond and instruction / Michael Svec -- Case : and then there were none… Chelsea M. Sexton -- Commentary : I should have stuck to a video / Michael J. Reiss -- Case : “Baby shark, doo doo doo doo doo doo” / Austin David Heil and Aarum Youn-Heil -- Commentary : is the stink of death worth it? / Donna Governor -- Conclusion. Conclusion : cases in elementary science teaching---now and in the future / Natasha Hillsman Johnson, Sophia Jeong |
| Summary |
"This book is a resource for both prospective and practicing elementary teachers as they learn to teach science in ways which foster the development of a community of science learners with multiple perspectives and diverse approaches to problem solving. It includes cases that feature dilemmas embedded in rich narrative stories which characterize the lives of teachers of science, and by extension their students, and serve as tools for discussion, critique, and reflective practice. The introduction to the book explores changing contexts for elementary science teaching and learning, and describes how case-based pedagogy can be used as a tool for both instruction and research. Each subsequent section of the book includes cases that are organized around topics such as contemporary approaches to teaching elementary science, new roles for technology, and the creation of inclusive learning environments for all students in elementary science. Each case is followed by reflective commentaries and concludes with questions for reflection and discussion. Teachers will benefit from these cases as they explore the complexities and ambiguities of elementary science teaching and learning in today's classrooms."--ProQuest Ebook Central website |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Description based on online resource; title from digital title page (ProQuest Ebook Central, viewed April 18, 2024) |
| Subject |
Science -- Study and teaching (Elementary) -- Case studies
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Science -- Study and teaching (Elementary)
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Ensenyament científic.
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Educació primària.
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Estudi de casos.
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| Genre/Form |
Case studies
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Case studies.
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Études de cas.
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Llibres electrònics.
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| Form |
Electronic book
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| Author |
Jeong, Sophia, 1984- editor.
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Bryan, Lynn A. (Lynn Ann), editor.
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Tippins, Deborah J., editor.
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Sexton, Chelsea M., editor
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| ISBN |
9783031334184 |
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3031334183 |
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