Authors:
- The book reveals thinking patterns common to preservice elementary teachers
- The book identifies behavioral characteristics of preservice elementary teachers learning to teach science not commonly noted in current literature
- The book provides change strategies to accelerate preservice elementary teachers embracing the holistic, constructivist, inquiry/practice-based paradigm consistent with standards
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Table of contents (6 chapters)
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Front Matter
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Back Matter
About this book
• 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.
Keywords
- preservice elementary teachers
- paradigm shif
- sense-making
- meaningful learning
- change
- inquiry
- science methods course
- STEM
- NGSS, flipped classroom
- experiential learning
- holistic
- community resources
- learning community
- community of practice
- thinking patterns
- science and engineering practices
- grade obsession
Authors and Affiliations
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University of South Florida, USA
Barbara S. Spector
Bibliographic Information
Book Title: Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers
Book Subtitle: A Case Study
Authors: Barbara S. Spector
DOI: https://doi.org/10.1007/978-94-6300-411-4
Publisher: SensePublishers Rotterdam
eBook Packages: Education, Education (R0)
Copyright Information: SensePublishers-Rotterdam, The Netherlands 2016
eBook ISBN: 978-94-6300-411-4Published: 10 February 2016
Edition Number: 1
Number of Pages: XII, 112
Topics: Education, general