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Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers

A Case Study

Medium: Buch
ISBN: 978-94-6300-409-1
Verlag: Brill - Sense
Erscheinungstermin: 01.01.2016
Lieferfrist: bis zu 10 Tage

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.


Produkteigenschaften


  • Artikelnummer: 9789463004091
  • Medium: Buch
  • ISBN: 978-94-6300-409-1
  • Verlag: Brill - Sense
  • Erscheinungstermin: 01.01.2016
  • Sprache(n): Englisch
  • Auflage: Erscheinungsjahr 2016
  • Produktform: Kartoniert
  • Gewicht: 212 g
  • Seiten: 124
  • Format (B x H x T): 238 x 161 x 10 mm
  • Ausgabetyp: Kein, Unbekannt
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