Abstract
This is the path taken by a person interested in science at a young age, becoming an elementary science teacher, furthering his interest and professional development by becoming a university science educator, and once again teaching in an elementary school. After more than 25 years as a university science educator, Eddie was afforded the opportunity to revisit his experiences as an elementary school teacher when he was awarded a sabbatical in the spring of 2006. Through this spring semester co-teaching partnership, Eddie sought firsthand experiences teaching children, meeting the many accountability requirements placed upon teachers by the No Child Left Behind Act as well as state and local expectations. Dr. Shaw explored the perception of science by teachers and students in a second grade class, while also attempting to enact the constructivist viewpoint from his experiences teaching into the today’s elementary classroom.
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Acknowledgments
My thanks to the following colleagues for assisting me in developing this chapter: Gahan Bailey, University of South Alabama; Barbara Salyer, Kennesaw State University; and Ann Nauman, Southeastern Louisiana University, professor emerita.
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Shaw, E.L. (2014). Elementary Science Teaching, Then and Now. In: Dias, M., Eick, C., Brantley-Dias, L. (eds) Science Teacher Educators as K-12 Teachers. ASTE Series in Science Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6763-8_9
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DOI: https://doi.org/10.1007/978-94-007-6763-8_9
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