| Description |
1 online resource : illustrations |
| Series |
Teaching and learning in science series |
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Teaching and learning in science series.
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| Contents |
Working toward a vision of sensemaking in elementary science: an introduction to sensemaking in elementary science: supporting teacher learning / Elizabeth A. Davis, Carla Zembal-Saul, and Sylvie M. Kademian -- Section I: Images of the possible -- Positioning students at the center of sensemaking: productive grappling with data / Carla Zembal-Saul and Kimber Hershberger -- Portrait of a first-grade teacher: using science practices to leverage young children's sensemaking in science / Amber S. Bismack and Leigh Ann Haefner -- Science, engineering, literacy, and place-based education: powerful practices for integration / Jennifer I. Cody and Mandy Biggers -- Literacy practices for sensemaking in science that promote epistemic alignment / Leeanna Hooper and Carla Zembal-Saul -- Response: making sense of sensemaking in elementary education. Perspectives from identity and implications for equity / Lucy Avraamidou -- Response: integrating and supporting science practices in elementary classrooms / Katherine L. McNeill -- Section II. Promising practices, tools, and frameworks -- Approximations of practice: scaffolding for preservice teachers / Elizabeth A. Davis -- Planning and enacting investigation-based science discussions: designing tools to support teacher knowledge for science teaching / Sylvie M. Kademian and Elizabeth A. Davis -- Scaffolding beginning teaching practices: an analysis of the roles played by tools provided to preservice elementary science teachers / Sarah J. Fick and Anna Maria Arias -- Using tools to notice student ideas and support student sensemaking in rehearsal and classroom lesson reflections / Amanda Benedict-Chambers -- A framework for the teaching practice of supporting students to construct evidence-based claims through data analysis: a lens for considering teacher learning opportunities / Anna Maria Arias -- Response: scaffolds, tools, and transitions toward disciplined improvisation / Matthew Kloser and Mark WIndschitl -- Section III. Supportive contexts for professional learning -- Designing a practice-based elementary teacher education program and supporting professional earning in science teaching / Elizabeth A. Davis, Annemarie S. Palincsar, and Sylvie M. Kademian -- Learning to teach science in an elementary professional development school partnership / Carla Zembal-Saul, Bernard Badiali, Britany Mueller and Alicia M. McDyre -- Starting small: creating a supportive context for professional learning that fosters emergent bilingual children's sensemaking in elementary science / Megan Hopkins, Barla Zembal-Saul, May H. Lee, and Jennifer L Cody -- Response: supporting elementary teacher learning to teach science / Jan H. Van Driel --Response: two lenses for looking at supportive contexts for science teacher learning / Kathleen Roth --- Conclusion: reflections on science teacher education and professional development for reform-based elementary science / Cory T. Forbes |
| Summary |
Grounded in empirical research, this book offers concrete pathways to direct attention towards elementary science teaching that privileges sensemaking, rather than isolated activities and vocabulary. Outlining a clear vision for this shift using research-backed tools, pedagogies, and practices to support teacher learning and development, this edited volume reveals how teachers can best engage in teaching that supports meaningful learning and understanding in elementary science classrooms. Divided into three sections, this book demonstrates the skills, knowledge bases, and research-driven practices necessary to make a fundamental shift towards a focus on students' ideas and reasoning, and covers topics such as: An introduction to sensemaking in elementary science; Positioning students at the center of sensemaking; Planning and enacting investigation-based science discussions; Designing a practice-based elementary teacher education program; Reflections on science teacher education and professional development for reform-based elementary science. In line with current reform efforts, including the Next Generation Science Standards (NGSS), Sensemaking in Elementary Science is the perfect resource for graduate students and researchers in science education, elementary education, teacher education, and STEM education looking to explore effective practice, approaches, and development within the elementary science classroom |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Elizabeth A. Davis is Professor of Science Education at University of Michigan, USA. Carla Zembal-Saul is the Kahn Professor of STEM Education at ThePennsylvania State University, USA. Sylvie M. Kademian is Lecturer of Science Education at University of Michigan, USA |
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Online resource; title from digital title page (viewed on November 11, 2019) |
| Subject |
Science -- Study and teaching (Elementary)
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Science teachers -- Training of
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EDUCATION -- General.
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EDUCATION -- Teaching Methods & Materials -- Science & Technology.
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Science -- Study and teaching (Elementary)
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Science teachers -- Training of
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| Form |
Electronic book
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| Author |
Davis, Elizabeth A., 1967- editor.
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Zembal-Saul, Carla, editor
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Kademian, Sylvie M., editor
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| ISBN |
9780429761201 |
|
0429761201 |
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0429426518 |
|
9780429761188 |
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042976118X |
|
9780429761195 |
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0429761198 |
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9780429426513 |
|
