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Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers A Case Study

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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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Detail Information

Series Title

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Call Number

370

Publisher

Rotterdam : Sense Publishers., 2016

Collation

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Language

English

ISBN/ISSN

9789463004114

Classification

370

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Carrier Type

online resource

Edition

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Subject(s)

EDUCATION Elementary

Specific Detail Info

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Statement of Responsibility

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Other Information

Cataloger

Kurnadi

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