000			06091nam a22004817a 4500
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020			_a9780367189976
041			_aEnglish
082			_223 _a371.102 _bLAR
100			_aLarkin,Douglas B.
245			_aTeaching Science in Diverse Classrooms : _bReal Science for Real Students/ _cDouglas B. Larkin.
260			_aNew York : _bRoutledge, _c2019.
300			_ax, 144p. :
500			_aAs 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. 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: • Aiming for culturally relevant science teaching • Eliciting and working with students’ ideas • Introducing discussion and debate • Reshaping school science with scientific practices • Viewing science teachers as science learners 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
505			_aTable Contents :
505			_aIntroduction: Teaching real science to real students
505			_tSection I: Student ideas are the raw material of our work
505			_a1. Aiming for culturally relevant science teaching An argument for meeting our students where they are
505			_a2. Eliciting students’ ideas Student ideas as the raw material of science teachers’ work
505			_a3. Every misconception is a shiny pebble Glimpsing beautiful and productive extensions of prior knowledge
505			_a4. Responses to student questions without answers "Maybe it will just have to remain a mystery forever"
505			_tSection II: Real Science, Real Students
505			_a5. HeLa cells, high-speed chases, and other essential questions Because science class should not be a trivia game
505			_a6. Reconsidering labs & demonstrations for doing model-based inquiry Do not throw away those owl pellets just yet
505			_a7. On the use of models and simulations as tools for thinking What if the stork carried 20-sided dice?
505			_a8. Eyes like a scientist Framing safety as part of scientific practice for students
505			_a9. Field trips and guest speakers Bringing the inside-out and the outside-in for science learning
505			_a10. Before today I was afraid of trees Rethinking nature deficit disorder in diverse classrooms
505			_tSection III: Science teacher learning
505			_a11. Observing candles and classrooms Learning from other teachers by withholding judgment
505			_a12. Mentoring new science teachers Novices get better when we support them with good feedback
505			_a13. The black belt science teacher Differentiation and a speculative learning progression for science teachers
505			_a14. Teaching at the edge of our knowledge The power of pursing the scientific knowledge we think we need to know
505			_a15. Playing school vs. doing real science Providing all students with access to the means of knowledge generation
505			_tAfterword: Good reasons for becoming a science teacher References
520			_aThis 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." Dr. Anna Monteiro, Program Officer, Knowles Teacher Initiative "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." Dr. David Meshoulam, Co-Founder and Executive Director of Speak for the Trees and High-School and College Science Instructor. "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.　 "　 Jennifer Wilfrid,　Senior Outreach Specialist,　WIDA at the Wisconsin Center for Education Research
650			_aTeaching, Teaching Science, Diverse, Classrooms, school,
690			_aEducation
856			_uhttps://www.montclair.edu/profilepages/media/3129/user/larkinsamplechapters.pdf
942			_2ddc _cBOOKS
999			_c43844 _d43844