Child-Centered Teaching and Learning in Elementary Science and Engineering: A Principles-Based Approach
Autor Pamela S. Lottero-Perdue, Lara K. Smetana, Sherry A. Southerlanden Limba Engleză Paperback – 22 feb 2027
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Specificații
ISBN-13: 9781041095194
ISBN-10: 1041095198
Pagini: 262
Ilustrații: 122
Dimensiuni: 178 x 254 mm
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 1041095198
Pagini: 262
Ilustrații: 122
Dimensiuni: 178 x 254 mm
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
Postgraduate, Undergraduate Advanced, and Undergraduate CoreCuprins
1. Commitments and Principles 2. All Children’s Brilliance and Belonging 3. Learning, Doing, and Belonging 4. Engaging in the Discipline of Science 5. Engaging in the Discipline of Engineering 6. Assessments 7. Learning Environments 8. Tasks 9. Talk 10. Lessons and Units 11. Opportunity Makers
Recenzii
"How can elementary teachers create learning experiences in which all children thrive as learners and doers of science and engineering? Child-Centered Elementary Science and Engineering: A Principles-Based Approach invites readers to consider this question through an approach grounded in the belief that all children are brilliant and that teachers are opportunity makers. Recognizing science and engineering as distinct yet deeply connected disciplines, the book explores how children make sense of the world through scientific investigation and engage in engineering design to solve meaningful problems.
Throughout the book, rich classroom vignettes bring key ideas to life and provide a shared context for understanding teaching and learning. Accessible conceptual frameworks are presented in practitioner-friendly language and paired with concrete examples, lesson illustrations, and practical guidance for classroom implementation. Readers will find support not only for designing meaningful learning experiences, but also for navigating the everyday realities of teaching, including assessment, classroom environments, productive talk, instructional tasks, lessons, units, and safety considerations.
Designed for preservice elementary teachers and the teacher educators who support them, the book balances accessibility with depth. Extensive online supplements to the book provide instructional resources, opportunities for reflection and practice, and annotated bibliographies for readers who wish to explore the research behind the book’s central ideas. The result is a resource that supports immediate application while fostering deeper professional growth throughout a teacher’s career."
Christine M. Cunningham, Chief Curriculum and Learning Officer, Youth Engineering Solutions, Museum of Science, Boston, USA
"Images of teachers showcasing the brilliance of children are vital, and the vignettes presented by the authors accomplish this vision. These vignettes highlight teachers navigating challenges associated with science teaching, and they do so in a way that allows prospective teachers to see a range of possibilities for science teaching."
Julie M. Kittleson, Ph.D., University of Georgia, USA
"A timely, approachable, and uplifting book that is a must for elementary teachers, new and experienced (as well as folks supporting teachers)! This is not your average textbook; with riveting, relatable, and instructional stories, you won’t even realize how much you are learning about teaching and learning science and engineering. The wealth of examples and resources, backed by research, will prepare you to make meaningful change for the future of our planet."
Jessica Thompson, Professor, Teaching Learning and Curriculum, Science Education University of Washington, USA
"This book will transform what the world thinks is possible in elementary classrooms! It paints an awe-inspiring picture of what science and engineering learning experiences can look like when we commit to the truths that all children are brilliant, that all educators are opportunity makers, that all learning is an active process that requires doing.
Across the 11 chapters, I was moved by the dozens of compelling vignettes that richly depict the joyful yet complex work of creating opportunities for all children to engage in sensemaking about the natural and designed world around them. One especially powerful feature of the book is that its vignettes tell stories not only of children’s science and engineering practice but also of teachers’ collaboration as a committed professional learning community. Because all the vignettes are cleverly situated in the same elementary school, and all include vivid dialogue and interaction, I felt like I was able to “listen in” as teachers work together to update their approaches to science and engineering instruction and assessment, and as students and teachers across different grade levels embrace the essential roles of uncertainty and emotion in scientific inquiry and engineering design.
Then, the extensive collection of online resources—the Practical Resource Guide and Research-Focused Annotated Bibliography—provide everything needed to practice the approaches depicted in the vignettes, apply the theory explained so clearly and comprehensively in the chapters, and dig deeper for even more learning. The online resources are an expert’s field guide to the last three decades of research on science and engineering teaching and learning! All the greatest hits are included, and they are introduced with compelling notes about why they are worth exploring. I am so excited to use this book with aspiring educators, curriculum development teams, and teacher professional learning communities."
Kristen Wendell, Associate Professor of Mechanical Engineering and Associate Professor of Education, Tufts University, USA
Throughout the book, rich classroom vignettes bring key ideas to life and provide a shared context for understanding teaching and learning. Accessible conceptual frameworks are presented in practitioner-friendly language and paired with concrete examples, lesson illustrations, and practical guidance for classroom implementation. Readers will find support not only for designing meaningful learning experiences, but also for navigating the everyday realities of teaching, including assessment, classroom environments, productive talk, instructional tasks, lessons, units, and safety considerations.
Designed for preservice elementary teachers and the teacher educators who support them, the book balances accessibility with depth. Extensive online supplements to the book provide instructional resources, opportunities for reflection and practice, and annotated bibliographies for readers who wish to explore the research behind the book’s central ideas. The result is a resource that supports immediate application while fostering deeper professional growth throughout a teacher’s career."
Christine M. Cunningham, Chief Curriculum and Learning Officer, Youth Engineering Solutions, Museum of Science, Boston, USA
"Images of teachers showcasing the brilliance of children are vital, and the vignettes presented by the authors accomplish this vision. These vignettes highlight teachers navigating challenges associated with science teaching, and they do so in a way that allows prospective teachers to see a range of possibilities for science teaching."
Julie M. Kittleson, Ph.D., University of Georgia, USA
"A timely, approachable, and uplifting book that is a must for elementary teachers, new and experienced (as well as folks supporting teachers)! This is not your average textbook; with riveting, relatable, and instructional stories, you won’t even realize how much you are learning about teaching and learning science and engineering. The wealth of examples and resources, backed by research, will prepare you to make meaningful change for the future of our planet."
Jessica Thompson, Professor, Teaching Learning and Curriculum, Science Education University of Washington, USA
"This book will transform what the world thinks is possible in elementary classrooms! It paints an awe-inspiring picture of what science and engineering learning experiences can look like when we commit to the truths that all children are brilliant, that all educators are opportunity makers, that all learning is an active process that requires doing.
Across the 11 chapters, I was moved by the dozens of compelling vignettes that richly depict the joyful yet complex work of creating opportunities for all children to engage in sensemaking about the natural and designed world around them. One especially powerful feature of the book is that its vignettes tell stories not only of children’s science and engineering practice but also of teachers’ collaboration as a committed professional learning community. Because all the vignettes are cleverly situated in the same elementary school, and all include vivid dialogue and interaction, I felt like I was able to “listen in” as teachers work together to update their approaches to science and engineering instruction and assessment, and as students and teachers across different grade levels embrace the essential roles of uncertainty and emotion in scientific inquiry and engineering design.
Then, the extensive collection of online resources—the Practical Resource Guide and Research-Focused Annotated Bibliography—provide everything needed to practice the approaches depicted in the vignettes, apply the theory explained so clearly and comprehensively in the chapters, and dig deeper for even more learning. The online resources are an expert’s field guide to the last three decades of research on science and engineering teaching and learning! All the greatest hits are included, and they are introduced with compelling notes about why they are worth exploring. I am so excited to use this book with aspiring educators, curriculum development teams, and teacher professional learning communities."
Kristen Wendell, Associate Professor of Mechanical Engineering and Associate Professor of Education, Tufts University, USA
Notă biografică
Pamela S. Lottero-Perdue is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University, and is a Fellow of the American Society for Engineering Education (ASEE).
Lara K. Smetana is Professor of Science Education in the School of Education at Loyola University Chicago.
Sherry A. Southerland is Professor Emerita of Science Education in the School of Teacher Education at Florida State University and is a Fellow of the American Association for the Advancement of Science
Lara K. Smetana is Professor of Science Education in the School of Education at Loyola University Chicago.
Sherry A. Southerland is Professor Emerita of Science Education in the School of Teacher Education at Florida State University and is a Fellow of the American Association for the Advancement of Science
Descriere
This book introduces child-centered teaching to future elementary educators and positions all children as curious science sensemakers and creative engineering problem solvers. Chapters offer student work examples, reflection questions, teaching practices, and online resources. This book is ideal for science and engineering methods courses.