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Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers

A Case Study

  • Barbara S. Spector

Table of contents

  1. Front Matter
    Pages i-xii
  2. Barbara S. Spector
    Pages 1-12
  3. Barbara S. Spector
    Pages 13-28
  4. Barbara S. Spector
    Pages 29-45
  5. Barbara S. Spector
    Pages 47-60
  6. Barbara S. Spector
    Pages 61-69
  7. Barbara S. Spector
    Pages 71-81
  8. Back Matter
    Pages 83-111

About this book

Introduction

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.      

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

  • Barbara S. Spector
    • 1
  1. 1.University of South FloridaUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-6300-411-4
  • Copyright Information SensePublishers-Rotterdam, The Netherlands 2016
  • Publisher Name SensePublishers, Rotterdam
  • eBook Packages Education
  • Online ISBN 978-94-6300-411-4
  • Buy this book on publisher's site