Sensemaking in Elementary Science
-10%
portes grátis
Sensemaking in Elementary Science
Supporting Teacher Learning
Kademian, Sylvie M.; Zembal-Saul, Carla; Davis, Elizabeth A.
Taylor & Francis Ltd
11/2019
272
Mole
Inglês
9781138386952
15 a 20 dias
412
Descrição não disponível.
Chapter 2: Focusing on kindergarten girls as science learners: Teacher positioning of students supports science engagement and sensemaking in the classroom, Alicia McDyre
Chapter 3: Portrait of a first grade teacher: Using science practices to leverage young children's sensemaking in science, Amber S. Bismack, University of Michigan & Leigh Ann Haefner
Chapter 4: What's Your Evidence? Revisited: Organizing Data Collection and Analysis to Support Students' Sensemaking, Carla Zembal-Saul, Penn State University & Kimber Hershberger
Chapter 5: Literacy Practices for Sensemaking in Science that Promote Epistemic Alignment, LeeAnna Hooper & Carla Zembal-Saul
Chapter 6: Science, engineering, literacy practices and place-based education: Powerful practices for integration, Jennifer Cody, Mandy Biggers
Response: Considering Issues of Equity and Identity in Elementary Science, Lucy Avraamidou, University of Groningen, The Netherlands
Response: Considering Issues of Science Practice in Elementary Science, Katherine McNeill, Boston College
Chapter 3: Portrait of a first grade teacher: Using science practices to leverage young children's sensemaking in science, Amber S. Bismack, University of Michigan & Leigh Ann Haefner
Chapter 4: What's Your Evidence? Revisited: Organizing Data Collection and Analysis to Support Students' Sensemaking, Carla Zembal-Saul, Penn State University & Kimber Hershberger
Chapter 5: Literacy Practices for Sensemaking in Science that Promote Epistemic Alignment, LeeAnna Hooper & Carla Zembal-Saul
Chapter 6: Science, engineering, literacy practices and place-based education: Powerful practices for integration, Jennifer Cody, Mandy Biggers
Response: Considering Issues of Equity and Identity in Elementary Science, Lucy Avraamidou, University of Groningen, The Netherlands
Response: Considering Issues of Science Practice in Elementary Science, Katherine McNeill, Boston College
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
High Leverage Teaching Practices;Integrate Science Practices;STEM education;Ambitious Science Teaching;sensemaking;Novice Elementary Teachers;elementary science teachers;NGSS Performance Expectation;professional development;NGSS Lead States;science teacher learning;Field Placement Classroom;Elizabeth A. Davis;National Academies;Carla Zembal-Saul;Elementary Science Teacher Education;Sylvie Kademian;Pennsylvania State University;Practice Based Teacher Education;science practices;Elementary Science Methods;science teaching;PDS Context;scaffolding;High Leverage Practices;place-based education;PDS Work;next generation science standards;Elementary Science Teacher;elementary science teaching;reform-based elementary science;Content Storyline;teacher learning pedagogies;Disciplinary Core Ideas;Core Science Ideas;PSTs;Lesson Planning Tool;School District University Partnership;PDS Partnership
Chapter 2: Focusing on kindergarten girls as science learners: Teacher positioning of students supports science engagement and sensemaking in the classroom, Alicia McDyre
Chapter 3: Portrait of a first grade teacher: Using science practices to leverage young children's sensemaking in science, Amber S. Bismack, University of Michigan & Leigh Ann Haefner
Chapter 4: What's Your Evidence? Revisited: Organizing Data Collection and Analysis to Support Students' Sensemaking, Carla Zembal-Saul, Penn State University & Kimber Hershberger
Chapter 5: Literacy Practices for Sensemaking in Science that Promote Epistemic Alignment, LeeAnna Hooper & Carla Zembal-Saul
Chapter 6: Science, engineering, literacy practices and place-based education: Powerful practices for integration, Jennifer Cody, Mandy Biggers
Response: Considering Issues of Equity and Identity in Elementary Science, Lucy Avraamidou, University of Groningen, The Netherlands
Response: Considering Issues of Science Practice in Elementary Science, Katherine McNeill, Boston College
Chapter 3: Portrait of a first grade teacher: Using science practices to leverage young children's sensemaking in science, Amber S. Bismack, University of Michigan & Leigh Ann Haefner
Chapter 4: What's Your Evidence? Revisited: Organizing Data Collection and Analysis to Support Students' Sensemaking, Carla Zembal-Saul, Penn State University & Kimber Hershberger
Chapter 5: Literacy Practices for Sensemaking in Science that Promote Epistemic Alignment, LeeAnna Hooper & Carla Zembal-Saul
Chapter 6: Science, engineering, literacy practices and place-based education: Powerful practices for integration, Jennifer Cody, Mandy Biggers
Response: Considering Issues of Equity and Identity in Elementary Science, Lucy Avraamidou, University of Groningen, The Netherlands
Response: Considering Issues of Science Practice in Elementary Science, Katherine McNeill, Boston College
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
High Leverage Teaching Practices;Integrate Science Practices;STEM education;Ambitious Science Teaching;sensemaking;Novice Elementary Teachers;elementary science teachers;NGSS Performance Expectation;professional development;NGSS Lead States;science teacher learning;Field Placement Classroom;Elizabeth A. Davis;National Academies;Carla Zembal-Saul;Elementary Science Teacher Education;Sylvie Kademian;Pennsylvania State University;Practice Based Teacher Education;science practices;Elementary Science Methods;science teaching;PDS Context;scaffolding;High Leverage Practices;place-based education;PDS Work;next generation science standards;Elementary Science Teacher;elementary science teaching;reform-based elementary science;Content Storyline;teacher learning pedagogies;Disciplinary Core Ideas;Core Science Ideas;PSTs;Lesson Planning Tool;School District University Partnership;PDS Partnership
