Becoming a Responsive Science Teacher: Focusing on Student Thinking in Secondary Science

Levin, Daniel; Hammer, David; Elby, Andrew; Coffey, Janey

ISBN 10: 1936959054 / ISBN 13: 9781936959051

Edité par Natl Science Teachers Assn, 2012

A propos de cet article

This book is in good condition, with minimal signs of wear and tear.

N° de réf. du vendeur GWKV.1936959054.G

Détails bibliographiques

• Titre: Becoming a Responsive Science Teacher: Focusing on Student Thinking in Secondary Science
• Éditeur: Natl Science Teachers Assn
• Date de parution: 2012
• Langue: anglais
• ISBN à 10 chiffres: 1936959054
• ISBN à 13 chiffres: 9781936959051
• Reliure: Couverture souple
• État de l'article: good

A propos de ce titre

Synopsis

This just may be the book that transforms your approach to classroom teaching. It shows how you can shift from the traditional method―presenting material that you hope students will hear and retain―to what the authors call “responsive listening”―atuning your teaching to the substance of students’ reactions to your lessons and helping them learn how to learn science. To help you make the shift, the book offers a philosophical framework illustrated by five real-life case studies (four of which are captured on videos available for free on the NSTA website). The case studies help you practice recognising, interpreting and responding to the vital nuances of your own students’ conceptions (regardless of how accurate they may be) in real time.

Ideal for teacher educators as well as current and pre-service teachers, this book holds out the promise that when you consciously strive to help students work through their ideas about science, the result can be more effective instruction from you―and much deeper understanding for your students.

À propos de l?auteur

Daniel Levin, a former middle and high school teacher, is on the science education faculty at the University of Maryland, College Park.

David Hammer is a professor of education and physics and a codirector of the Center for Engineering Education and Outreach at Tufts University.

Andrew Elby is a professor of science education at UMCP.

Janet Coffey serves as a program officer for science learning at the Gordon and Betty Moore Foundation.