Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers : A Case Study /
Spector, Barbara S.,author.
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.
Description based upon print version of record.
Includes bibliographical references and index.
Preliminary Material -- National Context -- About the Course -- Findings about Course Participants -- Interventions -- Applying Constructed Knowledge -- Tying It All Together -- Epilogue -- Next Generation Science Standards -- Common Core Standards from the National Governors Association and Council of Chief State School Officers (2009) -- The Clash of the Culture of Science and the Culture of Traditional Preservice Students -- More Emphases - Less Emphases NSES Charts -- More Advice to Future Students and Other Student Perspectives -- References -- About the Author.
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.
Science
Science teachers
Science