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


By: Daniel Levin, David Hammer, Andrew Elby, and Janet Coffey

$23.95 - Member Price  
$29.95 - Nonmember Price



$31.15 - Member Price  
$38.94 - Nonmember Price

$19.47 - Member Price  
$22.46 - Nonmember Price

Details

Type of Product:NSTA Press Book (also see downloadable PDF version of this book)
Publication Date:11/15/2012
Pages:214
Stock Number:PB323X
ISBN:978-1-936959-05-1
Grade Level:High School
Read Inside:Read a sample chapter: The Owls and the Snakes (2)


Description

“No one would find it strange to see a geologist poring at length over a single rock, or an entomologist over a moth, or botanist over a leaf. Examining a specimen closely can help scientists develop new understandings. That’s just what we hope to achieve in poring over moments of student thinking.” —From Becoming a Responsive Science Teacher

Becoming a Responsive Science Teacher offers
• A philosophical framework for understanding the beginnings of scientific thinking in high school students.
• Five real-life case studies, four of which are captured on videos—and accompanying transcripts—stored on the NSTA website.
• Suggestions for how to use the case studies to practice recognizing, interpreting, and responding to the vital nuances of your own students’ thinking in real time.
• Advice on next steps, including how to overcome systemic impediments and maintain your focus on student thinking.

Becoming a Responsive Science Teacher is ideal for teacher educators as well as current and preservice teachers. The 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.


Ideas For Use

Additional Info

Intended User Role:High-School Educator, Teacher

Contents

Acknowledgments

Chapter 1: The Need for Responsive Teaching
• The Need for Responsive Teaching, Part I
• The Need for Responsive Teaching, Part II
• Educating the Responsive Teacher
• The Book’s Purpose and Organization

Chapter 2: The Refinement of Everyday Thinking

Chapter 2, Part A: Everyday Knowledge and Everyday Reasoning
• Everyday Knowledge
• Everyday Reasoning

Chapter 2, Part B: Refinement Toward Science
• What Kind of Situation is Science Class?
• Progress toward Science
• The Role of Responsive Teaching in the Refinement of Student Thinking
• On to the Cases

Chapter 3: Using the Case Studies
• Overview of the Set
• Suggestions for Using the Case Studies

Chapter 4: The Owls and the Snakes (1)
• Suggestions for Reading and Viewing
• The Case Study: A Mystery Relationship
• Facilitator’s Notes

Chapter 5: The Owls and the Snakes (2)
• Suggestions for Reading and Viewing
• The Case Study: Using “The Owls and Snakes” to Teaching the “Well-Designed Investigation”
• Facilitator’s Notes

Chapter 6: The Rime of the Ancient Mariner
• Suggestions for Reading and Viewing
• The Case Study: The Rime of the Ancient Mariner
• Facilitator’s Notes

Chapter 7: Free-Falling Bodies (1)
• Suggestions for Reading and Viewing
• The Case Study: Free-Falling Bodies (1)
• Facilitator’s Notes

Chapter 8: Free-Falling Bodies (2)
• Suggestions for Reading and Viewing
• The Case Study: Free-Falling Bodies (2)
• Facilitator’s Notes

Chapter 9: Moving Forward
• Review
• Ideas for Teaching
• Ideas for Teacher Education, Professional Development, and Supervision and Mentoring

Appendix: Notes

Index


Online Materials
Figures
• Chapter 4: Figure 1: Handout on the Owls and Snakes
• Chapter 7: Figure 1: The Free-Falling Bodies Question Set

Transcripts
• Chapter 4: The Owls and the Snakes (1)
• Chapter 5: The Owls and the Snakes (2)
• Chapter 6: The Rime of the Ancient Mariner
• Chapter 8: Free-Falling Bodies (2)

Student Work
• Chapter 8: Free-Falling Bodies (1)

Class Discussion Videos
• Chapter 4: The Owls and the Snakes (1)
• Chapter 5: The Owls and the Snakes (2)
• Chapter 6: The Rime of the Ancient Mariner


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