TY  - BOOK
AU  - Spector,Barbara S.
TI  - Constructing Meaning in a Science Methods Course for Prospective Elementary Teachers: A Case Study 
T2  - Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
SN  - 9789463004114
AV  - LB1585.3 
U1  - 372.35044 23
PY  - 2016///
CY  - Leiden, , Boston
PB  - Brill | Sense
KW  - Science
KW  - Study and teaching (Elementary)
KW  - United States
KW  - Science teachers
KW  - Training of
N1  - Includes bibliographical references and index; Preliminary Material -- National Context -- About the Course -- Findings about Course Participants -- Interventions -- Applying Constructed Knowledge -- Tying It All Together -- Epilogue -- Next Generation Science Standards -- Common Core Standards from the National Governors Association and Council of Chief State School Officers (2009) -- The Clash of the Culture of Science and the Culture of Traditional Preservice Students -- More Emphases – Less Emphases NSES Charts -- More Advice to Future Students and Other Student Perspectives -- References -- About the Author; Available to subscribing member institutions only
N2  - 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
UR  - http://dx.doi.org/10.1007/978-94-6300-411-4
ER  -