Hidden Bibliographic Details
| ISBN: | 9789463004114
9463004114
9789463004091
9463004092
9789463004107
9463004106
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| Digital file characteristics: | text file
PDF
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| Notes: | Includes bibliographical references (pages 105-109).
Online resource; title from PDF title page (EBSCO, viewed February 16. 2016).
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| Summary: | 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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| Other form: | 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
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| Standard no.: | 10.1007/978-94-6300-411-4
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