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...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam, the Netherlands :
Sense,
[2016]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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 |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references (pages 105-109). |
| ISBN: | 9789463004114 9463004114 9789463004091 9463004092 9789463004107 9463004106 |
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| 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. |
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| 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 | ||
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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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| author | Spector, Barbara S., 1935- |
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| contents | 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. |
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| dewey-ones | 372 - Primary education (Elementary education) |
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| id | ZDB-4-EDU-ocn938891014 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:12Z |
| institution | BVB |
| isbn | 9789463004114 9463004114 9789463004091 9463004092 9789463004107 9463004106 |
| language | English |
| oclc_num | 938891014 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EDU |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Sense, |
| record_format | marc |
| spelling | Spector, Barbara S., 1935- author. https://id.oclc.org/worldcat/entity/E39PCjKTMG4YY3r4bMGmqQ4H4q http://id.loc.gov/authorities/names/n2015058971 Constructing meaning in a science methods course for prospective elementary teachers : a case study / Barbara S. Spector, University of South Florida, USA. Rotterdam, the Netherlands : Sense, [2016] ©2016 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Online resource; title from PDF title page (EBSCO, viewed February 16. 2016). Includes bibliographical references (pages 105-109). 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. 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 Science Study and teaching (Elementary) United States. Science teachers Training of United States. Sciences Étude et enseignement (Primaire) États-Unis. Professeurs de sciences Formation États-Unis. EDUCATION Elementary. bisacsh Science Study and teaching (Elementary) fast Science teachers Training of fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq has work: Constructing meaning in a science methods course for prospective elementary teachers (Text) https://id.oclc.org/worldcat/entity/E39PCG3YYy6k33BCGBpWV6Hq6X https://id.oclc.org/worldcat/ontology/hasWork Print version: Spector, Barbara. Constructing meaning in a science methods course for prospective elementary teachers : a case study. Rotterdam, Netherlands ; Boston, [Massachusetts] ; Taipei, [Taiwan] : Sense Publishers, ©2016 xii, 111 pages 9789463004091 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1168440 Volltext |
| spellingShingle | Spector, Barbara S., 1935- Constructing meaning in a science methods course for prospective elementary teachers : a case study / 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. Science Study and teaching (Elementary) United States. Science teachers Training of United States. Sciences Étude et enseignement (Primaire) États-Unis. Professeurs de sciences Formation États-Unis. EDUCATION Elementary. bisacsh Science Study and teaching (Elementary) fast Science teachers Training of fast |
| title | Constructing meaning in a science methods course for prospective elementary teachers : a case study / |
| title_auth | Constructing meaning in a science methods course for prospective elementary teachers : a case study / |
| title_exact_search | Constructing meaning in a science methods course for prospective elementary teachers : a case study / |
| title_full | Constructing meaning in a science methods course for prospective elementary teachers : a case study / Barbara S. Spector, University of South Florida, USA. |
| title_fullStr | Constructing meaning in a science methods course for prospective elementary teachers : a case study / Barbara S. Spector, University of South Florida, USA. |
| title_full_unstemmed | Constructing meaning in a science methods course for prospective elementary teachers : a case study / Barbara S. Spector, University of South Florida, USA. |
| title_short | Constructing meaning in a science methods course for prospective elementary teachers : |
| title_sort | constructing meaning in a science methods course for prospective elementary teachers a case study |
| title_sub | a case study / |
| topic | Science Study and teaching (Elementary) United States. Science teachers Training of United States. Sciences Étude et enseignement (Primaire) États-Unis. Professeurs de sciences Formation États-Unis. EDUCATION Elementary. bisacsh Science Study and teaching (Elementary) fast Science teachers Training of fast |
| topic_facet | Science Study and teaching (Elementary) United States. Science teachers Training of United States. Sciences Étude et enseignement (Primaire) États-Unis. Professeurs de sciences Formation États-Unis. EDUCATION Elementary. Science Study and teaching (Elementary) Science teachers Training of United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1168440 |
| work_keys_str_mv | AT spectorbarbaras constructingmeaninginasciencemethodscourseforprospectiveelementaryteachersacasestudy |