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Preparing Science Teachers for Project-Based, Integrated, Collaborative Instruction

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Teaching Science to English Language Learners

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Abstract

Students in K-12 classrooms must be actively engaged in all three dimensions of the science framework (Scientific and Engineering Practices, Cross-Cutting Concepts, and Disciplinary Core Ideas) to promote both language and science learning. (See Table 4.1 for select elements of this framework). Under the Next Generation Science Standards (NGSS) (NGSS Lead States 2013), science education is expected to reflect how science functions in the real world.

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Authors and Affiliations

  1. Division of Education, Molloy College, Rockville Centre, NY, USA

    Carrie L. McDermott & Andrea Honigsfeld

Authors
  1. Carrie L. McDermott
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  2. Andrea Honigsfeld
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Correspondence to Carrie L. McDermott .

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Editors and Affiliations

  1. Department of Teaching and Learning, University of Miami, Coral Gables, Florida, USA

    Luciana C. de Oliveira

  2. Department of Educational Theory and Practice, University of Albany, School of Education, Albany, New York, USA

    Kristen Campbell Wilcox

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McDermott, C.L., Honigsfeld, A. (2017). Preparing Science Teachers for Project-Based, Integrated, Collaborative Instruction. In: de Oliveira, L., Campbell Wilcox, K. (eds) Teaching Science to English Language Learners. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-53594-4_4

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  • DOI: https://doi.org/10.1007/978-3-319-53594-4_4

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  • Publisher Name: Palgrave Macmillan, Cham

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  • Online ISBN: 978-3-319-53594-4

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