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| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780367189976 |
| 041 ## - LANGUAGE CODE |
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| Language |
English |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Edition number |
23 |
| Classification number |
371.102 |
| Item number |
LAR |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Larkin,Douglas B. |
| 245 ## - TITLE STATEMENT |
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| Title |
Teaching Science in Diverse Classrooms : |
| Remainder of title |
Real Science for Real Students/ |
| Statement of responsibility, etc |
Douglas B. Larkin. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
New York : |
| Name of publisher, distributor, etc |
Routledge, |
| Date of publication, distribution, etc |
2019. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
x, 144p. : |
| 500 ## - GENERAL NOTE |
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| General note |
As a distinctive voice in science education writing, Douglas Larkin provides a fresh perspective for science teachers who work to make real science accessible to all K-12 students. Through compelling anecdotes and vignettes, this book draws deeply on research to present a vision of successful and inspiring science teaching that builds upon the prior knowledge, experiences, and interests of students. With empathy for the challenges faced by contemporary science teachers, Teaching Science in Diverse Classrooms encourages teachers to embrace the intellectual task of engaging their students in learning science, and offers an abundance of examples of what high-quality science teaching for all students looks like.<br/><br/>Divided into three sections, this book is a connected set of chapters around the central idea that the decisions made by good science teachers help light the way for their students along both familiar and unfamiliar pathways to understanding. The book addresses topics and issues that occur in the daily lives and career arcs of science teachers such as:<br/><br/>• Aiming for culturally relevant science teaching<br/><br/>• Eliciting and working with students’ ideas<br/><br/>• Introducing discussion and debate<br/><br/>• Reshaping school science with scientific practices<br/><br/>• Viewing science teachers as science learners<br/><br/>Grounded in the Next Generation Science Standards (NGSS), this is a perfect supplementary resource for both preservice and inservice teachers and teacher educators that addresses the intellectual challenges of teaching science in contemporary classrooms and models how to enact effective, reform<br/><br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
Table Contents : |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
Introduction: Teaching real science to real students<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Title |
Section I: Student ideas are the raw material of our work |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
1. Aiming for culturally relevant science teaching<br/>An argument for meeting our students where they are |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
2. Eliciting students’ ideas<br/>Student ideas as the raw material of science teachers’ work |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
3. Every misconception is a shiny pebble<br/>Glimpsing beautiful and productive extensions of prior knowledge<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
4. Responses to student questions without answers<br/>"Maybe it will just have to remain a mystery forever" |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Title |
Section II: Real Science, Real Students |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
5. HeLa cells, high-speed chases, and other essential questions<br/>Because science class should not be a trivia game<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
6. Reconsidering labs & demonstrations for doing model-based inquiry<br/>Do not throw away those owl pellets just yet<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
7. On the use of models and simulations as tools for thinking<br/>What if the stork carried 20-sided dice?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
8. Eyes like a scientist<br/>Framing safety as part of scientific practice for students<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
9. Field trips and guest speakers<br/>Bringing the inside-out and the outside-in for science learning<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
10. Before today I was afraid of trees<br/>Rethinking nature deficit disorder in diverse classrooms<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Title |
Section III: Science teacher learning<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
11. Observing candles and classrooms<br/>Learning from other teachers by withholding judgment<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
12. Mentoring new science teachers<br/>Novices get better when we support them with good feedback<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
13. The black belt science teacher<br/>Differentiation and a speculative learning progression for science teachers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
14. Teaching at the edge of our knowledge<br/>The power of pursing the scientific knowledge we think we need to know<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Contents |
15. Playing school vs. doing real science<br/>Providing all students with access to the means of knowledge generation<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Title |
Afterword: Good reasons for becoming a science teacher References |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
This book speaks to all types of science teachers and their different contexts—Doug Larkin is writing to a diverse science teacher audience. The way he integrates and weaves together stories from his teaching and his work as a teacher educator with those of other teachers makes the whole book feel connected, an authentic learning experience. The book is written the same way he envisions science teaching—it is meant to be intriguing and real not just a series of facts forced onto the reader."<br/><br/>Dr. Anna Monteiro, Program Officer, Knowles Teacher Initiative<br/><br/>"I love the tempo and approach to this book. It is accessible and clearly connects the 'bigger issues' of science education to the actual practices of teaching."<br/><br/>Dr. David Meshoulam, Co-Founder and Executive Director of Speak for the Trees and High-School and College Science Instructor.<br/><br/>"As a (former) science teacher I felt both validated and challenged by the book. It is a wonderfully realistic portrayal of teaching science in real classrooms and recognition of all that science teaching entails. I like that Larkin encourages teachers to forge stronger connections to science practices and deeper learning, and he communicates these important messages as a nudge towards more collaborative sense-making. It’s positive and encouraging and offers teachers ways to reorient what they already do towards more robust science teaching. " <br/><br/>Jennifer Wilfrid, Senior Outreach Specialist, WIDA at the Wisconsin Center for Education Research |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Teaching, Teaching Science, Diverse, Classrooms, school, |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) |
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| Department Name |
Education |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://www.montclair.edu/profilepages/media/3129/user/larkinsamplechapters.pdf">https://www.montclair.edu/profilepages/media/3129/user/larkinsamplechapters.pdf</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
General Books |
