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001481253 001__ 1481253
001481253 003__ OCoLC
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001481253 019__ $$a1401059558
001481253 020__ $$a9783031334184$$q(electronic bk.)
001481253 020__ $$a3031334183$$q(electronic bk.)
001481253 020__ $$z3031334175
001481253 020__ $$z9783031334177
001481253 0247_ $$a10.1007/978-3-031-33418-4$$2doi
001481253 035__ $$aSP(OCoLC)1401053066
001481253 040__ $$aYDX$$beng$$erda$$cYDX$$dYDX$$dGW5XE$$dEBLCP
001481253 049__ $$aISEA
001481253 050_4 $$aLB1585$$b.N38 2023
001481253 08204 $$a372.35$$223/eng/20231012
001481253 24500 $$aNavigating elementary science teaching and learning :$$bcases of classroom practices and dilemmas /$$cSophia Jeong, Lynn A. Bryan, Deborah J. Tippins, Chelsea M. Sexton, editors.
001481253 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2023]
001481253 300__ $$a1 online resource.
001481253 336__ $$atext$$btxt$$2rdacontent
001481253 337__ $$acomputer$$bc$$2rdamedia
001481253 338__ $$aonline resource$$bcr$$2rdacarrier
001481253 4901_ $$aSpringer texts in education
001481253 500__ $$aIncludes index.
001481253 5050_ $$aIntro -- Foreword -- Preface -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- 1 Introduction: Cases Written for, with, and by Elementary Teachers of Science -- 1.1 A New Vision for Elementary Science Education -- 1.2 What Should the Next Generation of Elementary Teachers of Science Know and Be Able to Teach? -- 1.3 What Are the Systemic Challenges to Preparing Elementary Teachers of Science? -- 1.4 What Are the Barriers and Affordances for Supporting the Professional Growth of the Next Generation of Elementary Teachers of Science?
001481253 5058_ $$a1.5 Philosophical and Historical Underpinnings for Using Case-Based Approach in Elementary Teacher Preparation Programs -- 1.6 What is Meant by Cases and How They Can Serve as a Pedagogical Tool to Promote Science Teacher Learning? -- 1.7 Case-Based Pedagogy in Elementary Teacher Preparation -- 1.8 Structure of This Book -- References -- Part IConsidering Diversity Equity and Inclusion -- 2 Case: No podemos abandonar las ciencias: Supporting Science Home Learning with Multilingual Families -- References
001481253 5058_ $$a3 Commentary: La Ciencia en el Arte de hacer Tamales: Finding Other Ways to Support Families -- References -- 4 Case: The Day the Dirt Flew -- 5 Commentary: Tend the Soil Before Planting the Seeds -- Reference -- 6 Case: Can We Start With Science Today? -- 7 Commentary: Partnering with University Outreach Experts -- 8 Case: I'm Not Stupid in Your Classroom! -- Reference -- 9 Commentary: Designing Equitable Science Instruction for All Students -- References -- 10 Case: When the Sun Doesn't Shine -- 11 Commentary: Cultivating Cultural Knowledge -- References
001481253 5058_ $$a12 Case: Clarissa Says God Doesn't Exist -- 13 Commentary: Clarissa Doesn't Speak for Science -- Reference -- 14 Case: Andrea Draws a Scientist -- 15 Commentary: Andrea's Organic Scientist -- References -- 16 Case: Joseph Has No Money for Groceries! -- 17 Commentary: Get to Know Your Students -- References -- 18 Case: Did I Inherit My Curly Hair from My Mom..., or from My Ma? -- 19 Commentary: It Never Occurred to Me to Ask -- Part IIDesigning Science Instruction -- 20 Case: Growing Wonder, Growing Crystals: Pedagogical Choices in Preschool Science Inquiry
001481253 5058_ $$a21 Commentary: Unstructured Play or Effective Science Inquiry? -- 21.1 The Role of the Teacher in Effective Science Inquiry -- 21.2 The Role of the Preschool Student in Effective Science Inquiry -- References -- 22 Case: The Nature of Science is an Important Aspect of Science, but Can My Third Graders Understand It? -- 22.1 For Reflection and Discussion -- References -- 23 Commentary: Professional Learning and Taking Risks: How Understanding the Nature of Science Influences Instruction -- 24 Case: Broccoli, Bones, and Inquiry's Plight -- 25 Commentary: Expecting the Unexpected of the Inquiries
001481253 506__ $$aAccess limited to authorized users.
001481253 520__ $$aThis book is a resource for both prospective and practicing elementary teachers as they learn to teach science in ways which foster the development of a community of science learners with multiple perspectives and diverse approaches to problem solving. It includes cases that feature dilemmas embedded in rich narrative stories which characterize the lives of teachers of science, and by extension their students, and serve as tools for discussion, critique, and reflective practice. The introduction to the book explores changing contexts for elementary science teaching and learning, and describes how case-based pedagogy can be used as a tool for both instruction and research. Each subsequent section of the book includes cases that are organized around topics such as contemporary approaches to teaching elementary science, new roles for technology, and the creation of inclusive learning environments for all students in elementary science. Each case is followed by reflective commentaries and concludes with questions for reflection and discussion. Teachers will benefit from these cases as they explore the complexities and ambiguities of elementary science teaching and learning in today's classrooms.
001481253 588__ $$aDescription based on online resource; title from digital title page (viewed on October 06, 2023).
001481253 650_0 $$aScience$$xStudy and teaching (Elementary)$$vCase studies.
001481253 655_0 $$aElectronic books.
001481253 7001_ $$aJeong, Sophia,$$d1984-$$eeditor.
001481253 7001_ $$aBryan, Lynn A.$$q(Lynn Ann),$$eeditor.
001481253 7001_ $$aTippins, Deborah J.,$$eeditor.
001481253 7001_ $$aSexton, Chelsea M.,$$eeditor.
001481253 77608 $$iPrint version: $$z3031334175$$z9783031334177$$w(OCoLC)1376726957
001481253 830_0 $$aSpringer texts in education.
001481253 852__ $$bebk
001481253 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-33418-4$$zOnline Access$$91397441.1
001481253 909CO $$ooai:library.usi.edu:1481253$$pGLOBAL_SET
001481253 980__ $$aBIB
001481253 980__ $$aEBOOK
001481253 982__ $$aEbook
001481253 983__ $$aOnline
001481253 994__ $$a92$$bISE