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Constructing meaning in a science methods course for prospective elementary teachers : a case study /
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 chan...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam, the Netherlands :
Sense,
[2016]
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Spector, Barbara S., |d 1935- |e author. | |
| 245 | 1 | 0 | |a Constructing meaning in a science methods course for prospective elementary teachers : |b a case study / |c Barbara S. Spector, University of South Florida, USA. |
| 264 | 1 | |a Rotterdam, the Netherlands : |b Sense, |c [2016] | |
| 264 | 4 | |c ©2016 | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 347 | |a text file | ||
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| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed February 16. 2016). | |
| 504 | |a Includes bibliographical references (pages 105-109). | ||
| 505 | 0 | |a Preface -- Prologue -- National Context -- Theoretical Framework -- Change Principles -- Resistance to Change -- Method -- About the Course -- Course Premise -- Flipped Classroom -- Course Scaffolding -- Formats for Sharing Products -- Assignments as Learning Opportunities -- Use of Community -- Variants in Context from Earlier Courses -- Findings about Course Participants -- Experiential Learners -- Student-Student Interactions and Relationships as a Cohort -- Receptivity to Change -- Student-Instructor Interaction: Cause and Effect Deficit -- Following Directions -- Living Student-Centered Schooling -- Students' Grade Obsession: A Key -- Responses to an A Grade at Mid-Semester -- Interventions -- Attenuating the Grade Obsession: Deconditioning -- Self-Assessment/Self-Evaluation -- Delayed Grading -- Structure of the Mid-Semester "Test" Episode as a Learning Opportunity -- Critical Event Episode -- Accelerating Passage through Stages of Grief -- Responses to Instructor's Reflections -- Applying Constructed Knowledge: Outcomes after Mid-Semester -- Presentations -- Site Visit Exploration Episode -- Recognize Science Could Be Found Anywhere -- Interactions Created a Productive Community -- Recognizing Benefits of Open Discussion -- Testing Inquiry in Elementary Schools -- Final Unit Plans -- Tying It All Together -- Advice to Future Preservice Teachers -- Change Principles in Action -- Conclusion -- Future Studies -- Epilogue -- Appendix A: Next Generation Science Standards -- Appendix B: Common Core Standards from the National Governors Association & Council of Chief State School Officers (2009) -- Appendix C: The Clash of the Culture of Science and the Culture of Traditional Preservice Students -- Appendix D: More Emphases -- Less Emphases NSES Charts -- Appendix E: More Advice to Future Students and Other Student Perspectives -- References -- About the Author. | |
| 520 | |a 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. This book will interest a wide readership including science educators; scientists and engineers; administrators, supervisors, and elementary teachers in a clinical education setting; preservice elementary teachers; and anyone seeking to improve STEM education in elementary schools | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
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| 650 | 6 | |a Sciences |x Étude et enseignement (Primaire) |z États-Unis. | |
| 650 | 6 | |a Professeurs de sciences |x Formation |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
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| 650 | 7 | |a Science teachers |x Training of |2 fast | |
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| 776 | 0 | 8 | |i Print version: |a Spector, Barbara. |t Constructing meaning in a science methods course for prospective elementary teachers : a case study. |d Rotterdam, Netherlands ; Boston, [Massachusetts] ; Taipei, [Taiwan] : Sense Publishers, ©2016 |h xii, 111 pages |z 9789463004091 |
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