Abstract
What does a scientist look like? Who may be considered scientists? What is the sociocultural context of scientific discovery? How do evidence and data relate to the foundational argumentation of science? How does a successful student of science behave? Is science truly open to ALL learners? How might we facilitate ‘border crossing’ between the culture of science and the culture of the everyday world? How can we help our preservice teachers learn to create a science environment to promote their students’ success? These are all questions we face as we introduce preservice teachers to their future lives as science educators.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Chapter 5
References:
Bryan, L., & Atwater, M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86, 821–839.
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
Additional Reading:
Fadiman, A. (1997). The spirit catches you and then you fall down. New York: Farrar, Straus, and Giroux.
Hammond, L. & Charmbrug, D. (2002). Case 5.2: How do you grow rice? In D. Tippins, T. Koballa, & B. Payne, (Eds.) Learning from cases. Allyn and Bacon.
References:
Corbett, H. W. (2002). Effort and excellence in urban classrooms: Expecting, and getting, success with all students. New York: Teachers College Press.
Jarosz, J. (2003). Enginering for Native Americans. Winds of Change: A magazine for American Indians in science and technology, 18(3), 52–57.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, D.C.: The National Academies Press.
Ngai, P. B. (2012). Indigenous education for critical democracy: Teacher approaches and learning outcomes in a K-5 Indian education for all program. Equity and Excellence in Education, 44(2), 249–269.
Pratt, H. (2012). The NSTA reader’s guide to A Framework for K-12 Science Education, Practices, crosscutting concepts, and core ideas. Arlington, VA: NSTA Press.
References:
Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–436.
Cobern, W. W. (1991). Introducing teachers to the philosophy of science: The card exchange. Journal of Science Teacher Education, 2(2), 45–47.
Cobern, W. W., & Loving, C. C. (1998). The card exchange: Introducing teachers to the philosophy of science. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 73–82). Dordrecht, the Netherlands: Kluwer.
DeCoito, I. (2012). Digital Games in Science Education: Developing Students’ 21st Century Learning Skills. In Z. Karadag and Y. Devecioglu-Kaymakci (Eds.), Proceedings of the International Dynamic, Explorative, and Active Learning (IDEAL) Conference (pp. 159–172). Turkey: Bayburt University. ISBN: 978-605-61893-4-0.
Driver R. H., Leach J. T., Millar, R., & Scott, P. (1996). Young people’s images of science. Buckingham: Open University Press.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331–359.
McComas, W. F. (1998). Ten myths of science: Re-examining what we think about the nature of science. School Science and Mathematics, 96, 10–16.
Nott, M., & Wellington, J. J. (1993). Your Nature of Science Profile: an activity for science teachers. School Science Review, 75(270), 109–112.
Twyman, T., McCleery, J., & Tindal, G. (2006). Using concepts to frame history with explicit instruction. Journal of Experimental Education, 74(4), 331–349.
References:
Bianchini, J. A. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 34, 1039–1065.
Calabrese Barton, A., & Yang, K. (2000). The culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37, 871–889.
Tan, E., & Barton, A. C. (2008). From peripheral to central, the story of Melanie’s metamorphosis in an urban middle school science class. Science Education, 92, 567–590.
References:
Burgstahler, S. (2011). Universal design: Implications for computing education. ACM Transactions on Computing Education, 11(3). DOI =10.1145/2037276.2037283.
Center for Applied Special Technology (CAST) (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Center for Applied Special Technology (CAST) (2012). Universal design for learning. From http://www.cast.org/udl/index.cfm?i=7
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York, NY: Routledge
Hackman, H., & Rauscher, L. (2004). A pathway to access for all: Exploring the connections between universal instructional design and social justice education. Equity & Excellence in Education, 37(2), 114–123.
Hollingsworth Koomen, M. H. (in press). Inclusive science education: learning from Wizard. Cultural Studies in Science Education.
Johnson, D. M. and Fox, J. A. (2000). Creating Curb Cuts in the Classroom: Adapting Universal Design Principles to Education. In J. L. Higbee (Ed.), Curriculum Transformation and Disability: Implementing Universal Design in Higher Education (pp.7–21), Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, Minneapolis, MN.
Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to next generation science standards and with implications for common core state standards for English language arts and mathematics. Educational Researcher, 20(10), 1–11.
Mastropieri, M. A., & Scruggs, T. E. (2007). The inclusive classroom: strategies for effective instruction, 3rd edition. New Jersey: Pearson.
Moje, E. B. (2008). Foregrounding the disciplines in secondary teaching and learning: a call for change, Journal of Adolescent & Adult Literacy, 52(2), 96–107.
Moriarty, M. A. (2007). Inclusive pedagogy: Teaching methodologies to reach diverse learners in science instruction. Equity & Excellence in Education, 40(3), 252–265.
NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to Next generation science standards for English language learners: What teachers need to know. Stanford, CA: Stanford University, Understanding Language Initiative at Stanford University (ell.stanford.edu).
Rose, D. H. and Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32(1), 7–18.
Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171–188.
Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.
Additional Readings:
Marten, M. (1999). Productive questions: Tools for supporting constructivist learning. Science and Children, 36(8), 24–27, 53.
Mullin, K. (2009). Response to intervention: Making science accessible to all learners. Retrieved from: http://thetrc.org/trc/download/cast09/RtI_Science_Presentation.pdf
Selland, A. & Walker, A. (2010). Differentiated instruction and RtI: The “Science” of education. Meeting: Response to Intervention (RTI): A Secondary School Perspective, May 17–19, Orlando, FL. Retrieved from: http://www.ets.org/flicc/pdf/Differentiated_Instruction_and_RTI.pdf
Additional Readings and support sites
Tomlinson, C. A. & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Electromagnet construction example: http://www.sciencebob.com/experiments/electromagnet.php
Differentiated/UbD Magnet Lesson Plan: http://goo.gl/LYCVq
Additional Readings
Beyond Weather and the Water Cycle. Available online at http://beyondweather.ehe.osu.edu/
Essential Principles of Climate Literacy. Available online at http://www.climate.gov/teaching/teachingclimate-literacy-and-energy-awareness
Schroeder, D. V. (2011). Understanding astronomy: The sun and the seasons. Available online at http://physics.weber.edu/schroeder/ua/SunAndSeasons.html
Virtual Bookshelf. Available online at http://beyondweather.ehe.osu.edu/issue/the-sun-and-earthsclimate/the-sun-and-earths-climate-virtual-bookshelf
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Morrell, P.D., Popejoy, K. (2014). Diversity/Differentiation. In: Morrell, P.D., Popejoy, K. (eds) A Few of Our Favorite Things. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-779-7_5
Download citation
DOI: https://doi.org/10.1007/978-94-6209-779-7_5
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-779-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)