Negotiating Science Content: A Structural Barrier in Science Academic Performance

  • Barbara Rascoe


This chapter proposes strategies designed to launch, promote, and enhance science educators’ effectiveness relative to addressing preservice science teachers’ negotiating science content and using different perspectives to engage science learners in critical thinking, creativity, and collaborative problem solving (County of Chief State School Officers, 2011). It is incumbent upon science educators to help future science teachers negotiate science content—notwithstanding pedagogical methodologies. This chapter posits how science educators may help future science teachers become science content engineers using crosscutting concepts, science and engineering practices, and other science standards such as science and technology and the history and nature of science. Conclusions infer “so what” in reference to the big picture—positioning science students for telescopic experiences that augment their getting and understanding the core ideas in science.


Science Educator Science Teacher Scientific Method Science Content Science Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Tift College of EducationMercer UniversityMaconUSA

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