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Teachers role in science
The teacher’s role is critical to children’s science learning, and it is a complex one that is informed by her knowledge of children, of teaching and learning, and of pedagogical science knowledge. What exactly is the pedagogical science knowledge?
820 Activity Points
Lorena, that is a deceptively simple question with a not so simple answer. One of the biggest problems in regards to science, that is faced by my district, is the lack of science training for elementary teachers. The middle school teachers often comment on the lack of science content knowledge of their incoming middle school students. We are actually now communicating through lateral teaming. Now the middle school science teachers know that elementary teachers not only have little to no science training, we also have no science equipment.
In case you are looking for further information:
87184 Activity Points
You might want to review some of the chapters in this FREE download book [url=https://www.nap.edu/catalog/11882/ready-set-science-putting-research-to-work-in-k-8]Ready, Set , SCIENCE Putting Research to Work in K-8 Science [/url]which has been part of a book study on the discussion boards. Here is the overview:
[i]What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences?[/i]
[i]Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators.[/i]
[i]Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools.[/i]
[i]This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone ï¿½including parents ï¿½directly or indirectly involved in the teaching of science.[/i]
This is a great place to start
[i]T[/i]his is the table of contents[i] [url=https://www.nap.edu/catalog/11882/ready-set-science-putting-research-to-work-in-k-8]https://www.nap.edu/catalog/11882/ready-set-science-putting-research-to-work-in-k-8[/url][/i]
Any comments about this [b]New Vision of Science in Education[/b][i] [url=https://www.nap.edu/read/11882/chapter/2#2]https://www.nap.edu/read/11882/chapter/2#2[/url][/i]
Arlene Jurewicz Leighton
42175 Activity Points
You asked about 'pedagogical content knowledge'. Here is an explanation from chapter 9 of this book
"Teachers need to know science in ways that are particularly suited for instruction. In other words, they don’t just need to know the subject matter- they need to know how to teach the subject matter. They need to understand the strands of science learning in a student learning context. This ‘pedagogical content knowledge’ combines the fundamental understanding of a discipline with an understanding of how students learn."
Would you like to explore what that means"
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