2nd Edition
Teaching Science in Diverse Classrooms Real Science for Real Students
Part 1: Student Ideas Are the Raw Material of Our Work 1. Aiming for Culturally Relevant Science Teaching 2. Eliciting Students’ Ideas 3. Every Misconception a Shiny Pebble 4. Responding to Student Questions Without Giving Answers Part 2: Real Science, Real Students 5. HeLa Cells, High-speed Chases, and Other Essential Questions 6. Reconsidering Labs and Demonstrations for Model-Based Inquiry 7. What if the Stork Carried 20-sided Dice? 8. Eyes Like a Scientist 9. In Praise of Field Trips and Guest Speakers 10. “Before Today I was Afraid of Trees” Part 3: Science Teacher Learning 11. Observing Candles and Classrooms 12. Mentoring New Science Teachers 13. The Black Belt Science Teacher 14. Teaching at the Boundaries of Our Knowledge 15. Playing School vs. Doing Science Part 4: Teaching Science in an Ever-Changing World 16. Notes from a Classroom Visit 17. The Toughest Year So Far 18. Can’t We Just Teach the Science? Afterword: Good Reasons for Becoming a Science Teacher
Biography
Douglas B. Larkin is Professor of Teaching and Learning at Montclair State University, USA. He has worked as a high school science teacher and educator in New Jersey, Wisconsin, Kenya, and Papua New Guinea. His research examines science teacher preparation and retention, as well as issues of equity and justice in teacher education.
"As a teacher educator, Larkin’s book has become a regular part of my preparation for science methods. His clear articulation of ambitious, critical, and culturally relevant science teaching helps me facilitate meaningful connections between theory and practice for my teacher candidates as they learn how to enact this vision in real classrooms. The authentic examples and accessible language help my teacher candidates think more expansively about the possibilities of phenomenon-anchored science instruction."
Heather Johnson, Professor of the Practice of Science Education, Peabody College at Vanderbilt University, USA.
"Vibrant passages throughout this book put the reader 'in the room' with those learning to do the work of compassionate, effective, and equitable science teaching. Each chapter reveals new insights about how one learns to teach in diverse settings and how those who prepare these educators help them recognize the brilliance and humanity of the children they work with. As portrayed by one of science education’s most honest and deeply knowledgeable scholars, these narratives are informed by a career of research and first-person experiences in our public schools."
Mark Windschitl, Professor of Science Education, University of Washington, USA.
