Overview

Grounded in empirical research, this book offers concrete pathways to direct attention towards elementary science teaching that privileges sensemaking, rather than isolated activities and vocabulary. Outlining a clear vision for this shift using research-backed tools, pedagogies, and practices to support teacher learning and development, this edited volume reveals how teachers can best engage in teaching that supports meaningful learning and understanding in elementary science classrooms. Divided into three sections, this book demonstrates the skills, knowledge bases, and research-driven practices necessary to make a fundamental shift towards a focus on students’ ideas and reasoning, and covers topics such as: An introduction to sensemaking in elementary science; Positioning students at the center of sensemaking; Planning and enacting investigation-based science discussions; Designing a practice-based elementary teacher education program; Reflections on science teacher education and professional development for reform-based elementary science. In line with current reform efforts, including the Next Generation Science Standards (NGSS), Sensemaking in Elementary Science is the perfect resource for graduate students and researchers in science education, elementary education, teacher education, and STEM education looking to explore effective practice, approaches, and development within the elementary science classroom.

Full Product Details

Author:   Elizabeth A. Davis (University of Michigan/Ann Arbor) ,  Carla Zembal-Saul ,  Sylvie M. Kademian
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.530kg
ISBN:  

9781138386945

ISBN 10:   1138386944
Pages:   272
Publication Date:   01 November 2019
Audience:   College/higher education ,  Tertiary & Higher Education ,  Undergraduate
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 2: Focusing on kindergarten girls as science learners: Teacher positioning of students supports science engagement and sensemaking in the classroom, Alicia McDyre Chapter 3: Portrait of a first grade teacher: Using science practices to leverage young children’s sensemaking in science, Amber S. Bismack, University of Michigan & Leigh Ann Haefner Chapter 4: What’s Your Evidence? Revisited: Organizing Data Collection and Analysis to Support Students’ Sensemaking, Carla Zembal-Saul, Penn State University & Kimber Hershberger Chapter 5: Literacy Practices for Sensemaking in Science that Promote Epistemic Alignment, LeeAnna Hooper & Carla Zembal-Saul Chapter 6: Science, engineering, literacy practices and place-based education: Powerful practices for integration, Jennifer Cody, Mandy Biggers Response: Considering Issues of Equity and Identity in Elementary Science, Lucy Avraamidou, University of Groningen, The Netherlands Response: Considering Issues of Science Practice in Elementary Science, Katherine McNeill, Boston College

Reviews

Rigid school curricula emphasizing and assessing low-level skills perpetuate the wildly damaging assumption that elementary learners are incapable of engaging in substantive intellectual work. Sensemaking in Elementary Science offers an aspirational, yet achievable vision for science teaching and teacher education to guide bold changes in the landscape of elementary science. This book will become a well-worn, go-to resource for those working to make high-quality elementary science a reality. Heidi Carlone, Ph.D., Hooks Distinguished Professor of STEM Education, The University of North Carolina at Greensboro

Rigid school curricula emphasizing and assessing low-level skills perpetuate the wildly damaging assumption that elementary learners are incapable of engaging in substantive intellectual work. Sensemaking in Elementary Science offers an aspirational, yet achievable vision for science teaching and teacher education to guide bold changes in the landscape of elementary science. This book will become a well-worn, go-to resource for those working to make high-quality elementary science a reality. Heidi Carlone, Ph.D., Hooks Distinguished Professor of STEM Education, The University of North Carolina at Greensboro

Author Information

Elizabeth A. Davis is Professor of Science Education at University of Michigan, USA. Carla Zembal-Saul is the Kahn Professor of STEM Education at The Pennsylvania State University, USA. Sylvie M. Kademian is Lecturer of Science Education at University of Michigan, USA.

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