Sensemaking in Elementary Science

Supporting Teacher Learning

Häftad, Engelska, 2019

Av Elizabeth A. Davis, Carla Zembal-Saul, Sylvie M. Kademian, Elizabeth A. (University of Michigan/Ann Arbor) Davis

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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.

Produktinformation

Utgivningsdatum2019-11-01
Mått152 x 229 x 25 mm
Vikt412 g
FormatHäftad
SpråkEngelska
SerieTeaching and Learning in Science Series
Antal sidor272
FörlagTaylor & Francis Ltd
ISBN9781138386952

Tillhör följande kategorier

Chapter 2: Focusing on kindergarten girls as science learners: Teacher positioning of students supports science engagement and sensemaking in the classroom, Alicia McDyreChapter 3: Portrait of a first grade teacher: Using science practices to leverage young children’s sensemaking in science, Amber S. Bismack, University of Michigan & Leigh Ann HaefnerChapter 4: What’s Your Evidence? Revisited: Organizing Data Collection and Analysis to Support Students’ Sensemaking, Carla Zembal-Saul, Penn State University & Kimber HershbergerChapter 5: Literacy Practices for Sensemaking in Science that Promote Epistemic Alignment, LeeAnna Hooper & Carla Zembal-SaulChapter 6: Science, engineering, literacy practices and place-based education: Powerful practices for integration, Jennifer Cody, Mandy BiggersResponse: Considering Issues of Equity and Identity in Elementary Science, Lucy Avraamidou, University of Groningen, The NetherlandsResponse: Considering Issues of Science Practice in Elementary Science, Katherine McNeill, Boston College

Rigid school curricula emphasizing and assessing low-level skills perpetuate the wildly damaging assumption that elementary learners are incapable of engaging in substantive intellectual work. Sensemaking in Elementary Science offers an aspirational, yet achievable vision for science teaching and teacher education to guide bold changes in the landscape of elementary science. This book will become a well-worn, go-to resource for those working to make high-quality elementary science a reality.Heidi Carlone, Ph.D., Hooks Distinguished Professor of STEM Education, The University of North Carolina at Greensboro