Sensemaking in elementary science: supporting teacher learning
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 su...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, NY
Routledge
[2020]
|
| Schriftenreihe: | Teaching and learning in science series
Teaching and learning in science series |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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 |
| Beschreibung: | 1 online resource illustrations |
| ISBN: | 9780429761201 0429761201 0429426518 9780429761188 042976118X 9780429761195 0429761198 9780429426513 |
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| index_date | 2024-07-03T15:58:05Z |
| indexdate | 2024-07-10T08:59:58Z |
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| isbn | 9780429761201 0429761201 0429426518 9780429761188 042976118X 9780429761195 0429761198 9780429426513 |
| language | English |
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| series2 | Teaching and learning in science series |
| spelling | Sensemaking in elementary science supporting teacher learning edited by Elizabeth A. Davis, Carla Zembal-Saul, and Sylvie M. Kademian New York, NY Routledge [2020] 1 online resource illustrations txt rdacontent c rdamedia cr rdacarrier Teaching and learning in science series 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 Science / Study and teaching (Elementary) Science teachers / Training of Davis, Elizabeth A. 1967- edt Zembal-Saul, Carla edt Kademian, Sylvie M. edt https://www.taylorfrancis.com/books/9780429426513 Verlag URL des Erstveroeffentlichers Volltext |
| spellingShingle | Sensemaking in elementary science supporting teacher learning Science / Study and teaching (Elementary) Science teachers / Training of |
| title | Sensemaking in elementary science supporting teacher learning |
| title_auth | Sensemaking in elementary science supporting teacher learning |
| title_exact_search | Sensemaking in elementary science supporting teacher learning |
| title_exact_search_txtP | Sensemaking in elementary science supporting teacher learning |
| title_full | Sensemaking in elementary science supporting teacher learning edited by Elizabeth A. Davis, Carla Zembal-Saul, and Sylvie M. Kademian |
| title_fullStr | Sensemaking in elementary science supporting teacher learning edited by Elizabeth A. Davis, Carla Zembal-Saul, and Sylvie M. Kademian |
| title_full_unstemmed | Sensemaking in elementary science supporting teacher learning edited by Elizabeth A. Davis, Carla Zembal-Saul, and Sylvie M. Kademian |
| title_short | Sensemaking in elementary science |
| title_sort | sensemaking in elementary science supporting teacher learning |
| title_sub | supporting teacher learning |
| topic | Science / Study and teaching (Elementary) Science teachers / Training of |
| topic_facet | Science / Study and teaching (Elementary) Science teachers / Training of |
| url | https://www.taylorfrancis.com/books/9780429426513 |
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