178 pages | 26 B/W Illus.
Responding to recent reform efforts, such as the Next Generation Science Standards, which call for students to learn science practices, this book proposes a conceptual reframing of the roles of teachers and students in formal and informal science learning settings. Inviting the field to examine the state of "science practice," it provides concrete examples of how students, supported by the actions of educators, take on new roles, shifting from passive recipients of information to active participants in conceptual, social, epistemic, and material features of science work.
Each chapter provides an examination of how and why science practice evolves in learning communities in which students and teachers negotiate disciplinary work; an analysis of how specific pedagogical and social actions taken by someone with authority (a teacher or other educator) provides opportunities for students to shape science practices; a set of concrete recommendations for working with young students in formal and informal learning settings; and a set of suggestions and questions to catalyze future research about and the evolving relationships between educators, students, and science practices in the field of science education. Showing how and why the conceptual ideas presented are important, and providing specific, actionable suggestions for teachers and other educators for their daily work, this book includes both elementary and secondary learning sites.
"The concept of this book is to move pupils away from being passive learners in science lessons and for them to become active participants in all aspects of their education… Heavily based on research, the book encourages teachers to provide pupils with opportunities to learn science practice, rather than just an endless stream of facts and figures."— Kate Cree, School Science Review
Thematic Strand I: Formal Secondary Settings
1 Blurring the Boundaries of Science: A Beginning Teacher and her Students Examine an Ignored Phenomenon David Stroupe
2Extending and Enriching Science Practices: Shared Engagement in Field-Based Environmental Sciences Heather Toomey Zimmerman and Jennifer L. Weible
Thematic Strand II: Formal Elementary Settings
3 Kindergarten Girls as Epistemic Agents During Science Time Alicia M. McDyre
4 How Teachers Mediate Elementary Students' Participation in Productive Science Discussions Carolyn Colley
5 Supporting Evidence Construction Practices in Elementary ClassroomsEve Manz and Carrie Allen
Thematic Strand III: Informal Settings
6 Faith’s FANcy Hat: Engineering WITH CommunityChristina Restrepo Nazar, Angela Calabrese Barton, and Annescia Rollins
7 "Scientists Do What We Do": Empowering Youth of Color as Learners and Doers of Community-Based Scientific Research Tammie Visintainer
8 Stakeholder Roles in an Action-Oriented Science Space Sara Hagenah
9 Designing for Families' Social and Epistemic Practices Across SettingsSuzanne Perin
10 Conclusion: Themes Across Chapters and Lingering Questions
The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.
International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.
Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to: