000			03499cam a2200433Ii 4500
001			BRILL9789463004114
003			nllekb
005			20260610104738.0
007			cr un uuuua
008			190403s2016 gw sb 001 0 eng d
020			_a9789463004114 _q(electronic book)
020			_z9789463004107 _q(print)
024	7		_a10.1007/978-94-6300-411-4 _2DOI
035			_a(OCoLC)938891014
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1585.3
072		7	_aEDU _x000000 _2bisacsh
072		7	_aJN _2bicssc
082	0	4	_a372.35044 _223
100	1		_aSpector, Barbara S., _eauthor.
245	1	0	_aConstructing Meaning in a Science Methods Course for Prospective Elementary Teachers : _bA Case Study / _cBarbara S. Spector.
264		1	_aLeiden, _aBoston : _bBrill | Sense, _c2016.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504			_aIncludes bibliographical references and index.
505	0	0	_aPreliminary 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.
506			_aAvailable to subscribing member institutions only.
520			_aHow 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.
650		0	_aScience _xStudy and teaching (Elementary) _zUnited States.
650		0	_aScience teachers _xTraining of _zUnited States.
650		0	_aScience _xStudy and teaching (Elementary)
776	0	8	_iPrint version: _tConstructing Meaning in a Science Methods Course for Prospective Elementary Teachers: A Case Study _dLeiden, Boston : Brill | Sense, 2016, _z9789463004107
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6300-411-4
999			_c11729 _d11729