Overview
- Draws attention to a range of issues in today’s ever changing elementary science learning environments
- Reflects on issues that facilitate and engage teachers in meaning discourses about science teaching and learning
- Includes commentaries that build and extend case discussions by providing diverse perspectives
Part of the book series: Springer Texts in Education (SPTE)
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Table of contents (86 chapters)
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Considering Diversity Equity and Inclusion
Keywords
- elementary science education
- elementary science teacher preparation
- case-based pedagogy for science education
- case-based learning in elementary science
- classroom cases as pedagogical tools
- classroom cases as research tools
- case-based instructions
- case-based instructional approaches
- historical roles of case-based learning in science education
- reflections in case-based teaching and learning
- dilemmas in teaching elementary science
- teaching science with cases
- cases in teachers' professional knowledge
- preservice elementary teachers' science teaching
- preservice elementary teachers' science learning
- science teaching and learning through cases
- narrative ways of knowing through case-based instruction
- problems of practice in elementary science
About this book
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.
Editors and Affiliations
About the editors
Lynn Bryan is a Professor at Purdue University who is jointly appointed in the Department of Curriculum and Instruction and Department of Physics and Astronomy. She also serves as the Director for the Center for Advancing the Teaching and Learning of STEM (CATALYST). She began her career in science education as a high school physics teacher, and since then has devoted her career to working with K-12 science teachers to bring contemporary practices and leading-edge science content into pre-college classrooms, most recently with an emphasis on the role of science education in addressing crucial societal challenges by promoting social justice. Her area of research includes science teacher education, particularly teachers’ development and enhancement of knowledge and skills for teaching science for society through the integration of STEM disciplines; teaching science at the nanoscale; and teaching science through modeling-based inquiry approaches. In 2015, Professor Bryan was named one of Purdue University’s Distinguished Women Scholars. She is a past-president of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research and former co-editor of the Journal of Science Teacher Education. She has published her work in the Journal of Research in Science Education, Science Education, Journal of Science Teacher Education, Nanotechnology Reviews, and Journal of Nano Education, among other journals.
Deborah J. Tippins is a Professor and Distinguished Research Scholar in the Department of Mathematics and Science Education at the University of Georgia. Her scholarly work focuses on encouraging meaningful discourses around environmental justice and sociocultural issues in science education. Her current research interests center around citizen science, sustainability, case-based teaching and learning, culturally relevant science,innovative research methods and science teacher preparation. She draws on Ecojustice philosophy and the anthropology of science education to investigate questions of interest in these areas. Deborah is the co-editor of the Springer book series Environmental Discourses in Science Education. She has co-authored three books and co-edited nine books, with the most recent publication of the book Animals and science education: Ethics, curriculum and pedagogy. She has published in a wide range of journals including The Journal of Research in Science Teaching, Teaching and Teacher Education, Research in Science Education, The Journal of Science Teacher Education, Cultural Studies in Science Education, School Science and Mathematics, Science Education, the International Journal of Science Education, the Elementary School Journal, the Journal of Education in Teaching, and the Journal of Moral Education to name a few. Deborah served as a Fulbright scholar in the Philippines and has participated in international teaching and research collaborations with scholars from Thailand, Korea, China, Mexico, Canada, Australia, China, the United Arab Emmirates and the Philippines.
Bibliographic Information
Book Title: Navigating Elementary Science Teaching and Learning
Book Subtitle: Cases of Classroom Practices and Dilemmas
Editors: Sophia Jeong, Lynn A. Bryan, Deborah J. Tippins, Chelsea M. Sexton
Series Title: Springer Texts in Education
DOI: https://doi.org/10.1007/978-3-031-33418-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023
Softcover ISBN: 978-3-031-33417-7Published: 27 September 2023
eBook ISBN: 978-3-031-33418-4Published: 26 September 2023
Series ISSN: 2366-7672
Series E-ISSN: 2366-7680
Edition Number: 1
Number of Pages: XXVI, 447
Number of Illustrations: 3 b/w illustrations, 21 illustrations in colour
Topics: Science Education, Education, general, Education, general