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Titlebook: Exploring Elementary Science Teaching and Learning in Canada; Christine D. Tippett,Todd M. Milford Book 2023 The Editor(s) (if applicable)

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發(fā)表于 2025-3-21 19:04:00 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Exploring Elementary Science Teaching and Learning in Canada
編輯Christine D. Tippett,Todd M. Milford
視頻videohttp://file.papertrans.cn/321/320291/320291.mp4
概述Focuses on teaching and learning science at the elementary level.Describes science education research in Canada from Pre-Kindergarten to Grade 7.Offers a Canadian perspective on themes of global inter
叢書名稱Contemporary Trends and Issues in Science Education
圖書封面Titlebook: Exploring Elementary Science Teaching and Learning in Canada; Christine D. Tippett,Todd M. Milford Book 2023 The Editor(s) (if applicable)
描述This edited volume showcases current science education research in Canada, from pre-Kindergarten to Grade 7, conducted in Canada by a diverse group of researchers from across the country. We draw on the themes that emerged from our previous book,?.Science Education in Canada: Consistencies, Commonalities, and Distinctions., to guide the structure of this book on elementary science education research. In particular, chapters on science teacher preparation; Indigenous perspectives; environmental education; science, technology, engineering, and mathematics (STEM); and science, technology, society, and the environment (STSE) reflect a Canadian perspective. However, these themes are of global interest and authors include ideas for how science education research in Canada might be used by academics and researchers in other countries.?.This book builds a cohesive picture of current elementary science education research in Canada, highlighting themes that will resonate with international readers.?
出版日期Book 2023
關(guān)鍵詞Science Education in Canada; Inclusive Science Education; Science Inquiry in Canada; Technological Prob
版次1
doihttps://doi.org/10.1007/978-3-031-23936-6
isbn_softcover978-3-031-23938-0
isbn_ebook978-3-031-23936-6Series ISSN 1878-0482 Series E-ISSN 1878-0784
issn_series 1878-0482
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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https://doi.org/10.1007/978-3-319-97067-7ny teachers, especially elementary teachers, find it difficult to implement. One reason for this difficulty is the requirement for more dialogic discourse between the teacher and students. The Steps to Inquiry Framework (SIF) was designed to support teachers learning to implement scientific inquiry
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JinRong Wang,Michal Fe?kan,Yong Zhouher, and an assistant principal as they assessed their inclusive practices using the framework of Universal Design for Learning. In a vignette, we focus on the classroom teacher’s interpretation of Universal Design for Learning and changes in her classroom science practices. Using evidence from teac
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Optimal Harvesting: Age Dependencens while working during their preservice years for an after-school and summer bridging program called . that ran from 2009 to 2019. The chapter first describes the process used in . to plan and explore pedagogy in engineering education with young children and explains how the preservice teachers bec
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Juha Jeronen,Tytti Saksa,Tero Tuovinenerspectives to further extend my understanding of scientific literacy. Specifically, I explore and understand my teaching practices through a . (Indigenous Hawaiian People) perspective of science to build a deeper relational connection between my research work and practice as a scientist and science
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