STEM Learning with Young Children : Inquiry Teaching with Ramps and Pathways

Uhlenberg, Jill, Sander, Melissa, Escalada, Lawrence, Counsell, Shelly L., Geiken, Rosemary

ISBN 10: 0807757497 / ISBN 13: 9780807757499

Published by Teachers College Press, 2015

About this Item

Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Seller Inventory # 41054700-6

Bibliographic Details

• Title: STEM Learning with Young Children : Inquiry Teaching with Ramps and Pathways
• Publisher: Teachers College Press
• Publication Date: 2015
• Language: English
• ISBN 10: 0807757497
• ISBN 13: 9780807757499
• Binding: Soft cover
• Condition: Very Good
• Weight: 0.677 pounds

About this title

Synopsis

This teacher’s guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3–8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. This guide helps teachers to:

• Structure and organize an engaging STEM learning environment.
• Understand and promote logical-mathematical and scientific thinking during investigations.
• Promote social settings that enhance communication, cooperation, and collaboration.
• Make the necessary accommodations and modifications for diverse learners.
• Integrate STEM concepts and skills with other content areas.
• Align teaching and learning with Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS).
• Assess STEM learning using formative and summative assessments.
• Establish adult learning communities to support ongoing professional development.
• Help children develop habits and behaviors that contribute to positive attitudes toward STEM.

This one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive and social, STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play.

About the Author

Shelly L. Counsell is assistant professor of early childhood education at the University of Memphis. Lawrence Escalada is professor of physics and science education and head of science education at the University of Northern Iowa. Rosemary Geiken is an associate professor in the early childhood program at East Tennessee State University. Melissa Sander is a special education teacher in the Wapsie Valley Community School District, Iowa. Jill Uhlenberg is associate professor and head of Curriculum and Instruction at the University of Northern Iowa. Beth Van Meeteren is director of the Regents’ Center for Early Developmental Education and Center for Early Education in STEM at the University of Northern Iowa. Sonia Yoshizawa is a doctoral fellow in the early childhood education program at East Tennessee State University. Betty Zan is associate professor of early childhood education at the University of Northern Iowa.