Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers : : A Case Study / / by Barbara S. Spector.
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 t...
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Place / Publishing House: | Rotterdam : : SensePublishers :, Imprint: SensePublishers,, 2016. |
Year of Publication: | 2016 |
Edition: | 1st ed. 2016. |
Language: | English |
Physical Description: | 1 online resource (118 p.) |
Notes: | Description based upon print version of record. |
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(CKB)3710000000597363 (EBL)4405631 (DE-He213)978-94-6300-411-4 (MiAaPQ)EBC4405631 (OCoLC)938891014 (nllekb)BRILL9789463004114 (EXLCZ)993710000000597363 |
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Spector, Barbara S. author. aut http://id.loc.gov/vocabulary/relators/aut Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers : A Case Study / by Barbara S. Spector. 1st ed. 2016. Rotterdam : SensePublishers : Imprint: SensePublishers, 2016. 1 online resource (118 p.) text txt rdacontent computer c rdamedia online resource cr rdacarrier Description based upon print version of record. Includes bibliographical references and index. 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. . Education. Education, general. https://scigraph.springernature.com/ontologies/product-market-codes/O00000 94-6300-410-6 94-6300-409-2 |
language |
English |
format |
eBook |
author |
Spector, Barbara S. Spector, Barbara S. |
spellingShingle |
Spector, Barbara S. Spector, Barbara S. 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. . |
author_facet |
Spector, Barbara S. Spector, Barbara S. |
author_variant |
b s s bs bss b s s bs bss |
author_role |
VerfasserIn VerfasserIn |
author_sort |
Spector, Barbara S. |
title |
Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers : A Case Study / |
title_sub |
A Case Study / |
title_full |
Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers : A Case Study / by Barbara S. Spector. |
title_fullStr |
Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers : A Case Study / by Barbara S. Spector. |
title_full_unstemmed |
Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers : A Case Study / by Barbara S. Spector. |
title_auth |
Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers : A Case Study / |
title_new |
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 / |
publisher |
SensePublishers : Imprint: SensePublishers, |
publishDate |
2016 |
physical |
1 online resource (118 p.) |
edition |
1st ed. 2016. |
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. . |
isbn |
94-6300-411-4 94-6300-410-6 94-6300-409-2 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB1585 |
callnumber-sort |
LB 41585.3 |
illustrated |
Not Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
370 - Education |
dewey-ones |
370 - Education |
dewey-full |
370 |
dewey-sort |
3370 |
dewey-raw |
370 |
dewey-search |
370 |
oclc_num |
938891014 |
work_keys_str_mv |
AT spectorbarbaras constructingmeaninginasciencemethodscourseforprospectiveelementaryteachersacasestudy |
status_str |
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ids_txt_mv |
(CKB)3710000000597363 (EBL)4405631 (DE-He213)978-94-6300-411-4 (MiAaPQ)EBC4405631 (OCoLC)938891014 (nllekb)BRILL9789463004114 (EXLCZ)993710000000597363 |
carrierType_str_mv |
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Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers : A Case Study / |
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