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Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers (A Case Study)
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Product Details
Author:
Barbara S. Spector
Format:
Paperback
Pages:
124
Publisher:
Brill (January 1, 2016)
Imprint:
Brill
Language:
English
Audience:
Professional and scholarly
ISBN-13:
9789463004091
ISBN-10:
9463004092
Weight:
6.56oz
File:
TWO RIVERS-PERSEUS-Metadata_Only_Perseus_Distribution_Customer_Group_Metadata_20260319172121-20260319.xml
Folder:
TWO RIVERS
List Price:
$39.00
Country of Origin:
Netherlands
As low as:
$30.03
Publisher Identifier:
P-PER
Discount Code:
A
Overview
How do prospective elementary science teachers think? This case study
reveals thinking patterns common to preservice elementary teachers;
identifies their behavioral characteristics while learning to teach science which are not commonly noted in current literature;
provides change strategies to accelerate preservice elementary teachers embracing the holistic, constructivist, inquiry/practice-based paradigm consistent with the standards set by the curriculum.
The chapters in this book immerse the reader in a sequence of episodes in this science methods course, and reveal the adventure of turning theory into practice while analyzing student-student/student-instructor interactions and their outcomes in an inquiry-driven, flipped classroom.
Strategies presented empower preservice elementary teachers to
implement national and state standards;
change science learning/teaching from “business as usual” to applying science and engineering practices in the classroom;
make cognitive and behavioral changes required to shift paradigms and eliminate science anxiety;
pass through stages of grief inherent in the loss of dominant mechanistic paradigm.
reveals thinking patterns common to preservice elementary teachers;
identifies their behavioral characteristics while learning to teach science which are not commonly noted in current literature;
provides change strategies to accelerate preservice elementary teachers embracing the holistic, constructivist, inquiry/practice-based paradigm consistent with the standards set by the curriculum.
The chapters in this book immerse the reader in a sequence of episodes in this science methods course, and reveal the adventure of turning theory into practice while analyzing student-student/student-instructor interactions and their outcomes in an inquiry-driven, flipped classroom.
Strategies presented empower preservice elementary teachers to
implement national and state standards;
change science learning/teaching from “business as usual” to applying science and engineering practices in the classroom;
make cognitive and behavioral changes required to shift paradigms and eliminate science anxiety;
pass through stages of grief inherent in the loss of dominant mechanistic paradigm.
