Teaching Science in Diverse Classrooms: Real Science for Real Students, 1st Edition (Paperback) book cover

Teaching Science in Diverse Classrooms

Real Science for Real Students, 1st Edition

By Douglas Larkin

Routledge

148 pages

Purchasing Options:$ = USD
Paperback: 9780367189976
pub: 2019-10-01
Available for pre-order
$47.95
x
Hardback: 9780367189952
pub: 2019-10-01
Available for pre-order
$140.00
x


FREE Standard Shipping!

Description

This book offers science teachers a new way of thinking about their work by drawing on cutting-edge research that explores new methods and strategies to make science accessible to K-12 students. Through engaging anecdotes and vignettes, this book empathizes with the challenges faced by contemporary science teachers, and presents a clear pathway to successful and inspiring science teaching that builds upon students’ interests and prior knowledge. Larkin provides a wealth of examples of what high quality science teaching looks like and of culturally relevant science teaching that will engage diverse groups of students.

Divided into three sections, this book demonstrates how to use students’ prior knowledge as a resource and addresses day-to-day issues that occur in science teaching such as:

  • Planning demonstrations
  • Introducing discussion and debate
  • Going on field trips
  • Conducting lab experiments
  • Sparking students‘ interest

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-based science teaching practices for all students while working within real-world constraints.

Reviews

"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."

Anna Monteiro, Ph.D., 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

Table of Contents

Acknowledgements

Introduction: Teaching real science to real students

Section I: Student ideas are the raw material of our work

  1. Aiming for culturally relevant science teaching

    An argument for meeting our students where they are

  2. Eliciting students’ ideas

    Student ideas as the raw material of science teachers’ work

  3. Every misconception is a shiny pebble

    Glimpsing beautiful and productive extensions of prior knowledge

  4. Responses to student questions without answers

  5. "Maybe it will just have to remain a mystery forever"

     

    Section II: Real Science, Real Students

  6. HeLa cells, high-speed chases, and other essential questions

    Because science class should not be a trivia game

  7. Reconsidering labs & demonstrations for doing model-based inquiry

    Do not throw away those owl pellets just yet

  8. On the use of models and simulations as tools for thinking

    What if the stork carried 20-sided dice?

  9. Eyes like a scientist

    Framing safety as part of scientific practice for students

  10. Field trips and guest speakers

    Bringing the inside-out and the outside-in for science learning

  11. Before today I was afraid of trees

    Rethinking nature deficit disorder in diverse classrooms

  12. Section III: Science teacher learning

  13. Observing candles and classrooms

    Learning from other teachers by withholding judgment

  14. Mentoring new science teachers

    Novices get better when we support them with good feedback

  15. The black belt science teacher

    Differentiation and a speculative learning progression for science teachers

  16. Teaching at the edge of our knowledge

    The power of pursing the scientific knowledge we think we need to know

  17. Playing school vs. doing real science

    Providing all students with access to the means of knowledge generation

Afterword: Good reasons for becoming a science teacher References

About the Author

Douglas B. Larkin is an Associate Professor in the Department of Teaching and Learning at Montclair State University. He has worked as a high school science teacher in New Jersey, Kenya, and Papua New Guinea. His research examines science teacher preparation and retention, as well as issues of equity and justice in teacher education.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General