Teaching Science in Diverse Classrooms: Real Science for Real Students

ISBN 10: 0367189976 / ISBN 13: 9780367189976

Published by Routledge

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Bibliographic Details

• Title: Teaching Science in Diverse Classrooms: Real Science for Real Students
• Publisher: Routledge
• ISBN 10: 0367189976
• ISBN 13: 9780367189976
• Condition: Good

About this title

Synopsis

As a distinctive voice in science education writing, Douglas Larkin provides a fresh perspective for science teachers who work to make real science accessible to all K-12 students. Through compelling anecdotes and vignettes, this book draws deeply on research to present a vision of successful and inspiring science teaching that builds upon the prior knowledge, experiences, and interests of students. With empathy for the challenges faced by contemporary science teachers, Teaching Science in Diverse Classrooms encourages teachers to embrace the intellectual task of engaging their students in learning science, and offers an abundance of examples of what high-quality science teaching for all students looks like.

Divided into three sections, this book is a connected set of chapters around the central idea that the decisions made by good science teachers help light the way for their students along both familiar and unfamiliar pathways to understanding. The book addresses topics and issues that occur in the daily lives and career arcs of science teachers such as:

• Aiming for culturally relevant science teaching

• Eliciting and working with students’ ideas

• Introducing discussion and debate

• Reshaping school science with scientific practices

• Viewing science teachers as science learners

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

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 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.