Science Teacher Educators as K-12 Teachers: Practicing what we teach PDF
Preview Science Teacher Educators as K-12 Teachers: Practicing what we teach
ASTE Series in Science Education Michael Dias Charles J. Eick Laurie Brantley-Dias Editors Science Teacher Educators as K-12 Teachers Practicing What We Teach ASTE Series in Science Education Volume 1 For furthervolumes: http://www.springer.com/series/11803 Michael Dias (cid:129) Charles J. Eick Laurie Brantley-Dias Editors Science Teacher Educators as K-12 Teachers Practicing what we teach Editors MichaelDias CharlesJ.Eick DepartmentofBiologyandPhysics DepartmentofCurriculumandTeaching KennesawStateUniversity AuburnUniversity Kennesaw,GA,USA Auburn,AL,USA LaurieBrantley-Dias DepartmentofInstructionalTechnology KennesawStateUniversity Kennesaw,GA,USA ISSN2214-5435 ISSN2214-5443(electronic) ISBN978-94-007-6762-1 ISBN978-94-007-6763-8(eBook) DOI10.1007/978-94-007-6763-8 SpringerDordrechtHeidelbergNewYorkLondon LibraryofCongressControlNumber:2013911075 ©SpringerScience+BusinessMediaB.V.2014 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionor informationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped.Exemptedfromthislegalreservationarebriefexcerpts inconnectionwithreviewsorscholarlyanalysisormaterialsuppliedspecificallyforthepurposeofbeing enteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework.Duplication ofthispublicationorpartsthereofispermittedonlyundertheprovisionsoftheCopyrightLawofthe Publisher’s location, in its current version, and permission for use must always be obtained from Springer.PermissionsforusemaybeobtainedthroughRightsLinkattheCopyrightClearanceCenter. 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Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) Contents PartI Introduction 1 JourneysBeyondtheIvoryTower:BuildingBridgesBetween AcademiaandK-12Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . 3 KathyCabeTrundle 2 PracticingWhatWeTeach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 MichaelDias PartII K-12TeachingwithNoTiestoUniversity 3 PolicyandthePlannedCurriculum:TeachingHighSchool BiologyEveryDay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 CarolynS.Wallace 4 GetReal!WalkingtheWalktoInformTalkingtheTalk: Full-TimeTeachinginanUrbanHighSchool. . . . . . . . . . . . . . .. . 39 PaulJablon 5 TheNailintheCoffin:HowReturningtotheClassroomKilled MyBeliefinSchooling(ButNotinPublicEducation). . . . . . . . . . 51 DonDuggan-Haas PartIII K-12TeachingDuringUniversitySabbatical 6 BecominganElementaryTeacherofNatureofScience:Lessons LearnedforTeachingElementaryScience. . . . . . . . . . . . . . . . . . . 71 ValarieL.Akerson,IngridS.Weiland,VanashriNargund-Joshi, andKhemmawadeePongsanon 7 ASabbaticalasaMiddleGradesScienceTeacher: BuildingNewPracticalKnowledgeforPractice. . . . . . . . . . . . . . . 89 CharlesJ.Eick v vi Contents 8 TenYearsOut:TheLong-TermBenefitsofaYearWorking asaPhysicalScienceTeacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 LeeMeadows 9 ElementaryScienceTeaching,ThenandNow. . . . . . . . . . . . . . . . 119 EdwardL.ShawJr. 10 BeingReadytoLearn:MyExperienceDifferentiating SciencewithThirdGraders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 MarkGuy PartIV K-12TeachinginaSummerProgram 11 ScienceTeacherEducator’sPartnershipExperiencesTeaching UrbanMiddleSchoolStudentsinMultipleInformalSettings. . . . . 149 SherriL.Brown 12 DifferentiatingThroughProblem-BasedLearning:Learning toExploreMore!withGiftedStudents. . . . . . . . . . . . . . . . . . . . . . 169 NeporchaCone,BonganiD.Bantwini,EthelKing-McKenzie, andBarryBogan 13 LearningfromFourthandFifthGradersinaSummerSchool forEnglishLanguageLearners. . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 MollyH.Weinburgh,CeciliaSilva,andKathySmith PartV K-12TeachingWhileUniversityProfessor 14 TeachingHighSchoolChemistryasaUniversityScience Educator:OneSmallInvestmentwithaSignificantReturn. . . . . . 197 MaryKayOrgillandPatriciaM.Friedrichsen 15 ImprovingTheoriesandPracticesThroughCollaborative Self-studiesofUrbanScienceTeachingandLearning. . . . . . . . . . 213 J.KennethTobin PartVI K-12TeachingasProfessorinCoteachingRole 16 GainingaNewPerspective:Co-teachingwithElementary PreserviceTeachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 LeslieU.Bradbury 17 ReestablishingtheRoleoftheUniversityProfessor intheLaboratorySchool:RetoolinginanElementary Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 KimberlyLott Contents vii 18 ImprovingScienceTeacherEducationPractice:Influence fromProfessionalDevelopmentSchoolInvolvement. . . . . . . . . . . . 253 G.NathanCarnes PartVII FinalThoughts 19 TeachingYouthAgain:ReflectingonRenewal. . . . . . . . . . . . . . . . 269 CharlesJ.Eick,LaurieBrantley-Dias,andMichaelDias 20 Closing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287 JackHassard AbouttheAuthors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303 Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319 Promotional Endorsements JackHassard,ScienceEducationProfessorEmeritus,GeorgiaStateUniversity Thisbookisaveryimportantandastonishingautobiographicalcollectionofpapers written by our colleagues who in these pages took the risk of going back into the classroom not only to teach science but to be transparent about their experiences by sharingtheirsuccessaswellasthechallengeswithwhichtheyengagedintheexperience. JulieLuft,ProfessorofScienceandMathematicsEducation,UniversityofGeorgia PastPresidentoftheAssociationofScienceTeacherEducators(ASTE) Thisbookrepresentsapointofviewthatemergesfromthequestion“whatifa science teacher educator in higher education returned to the classroom?” Science teachereducatorsoftentalkaboutengaginginthispractice,butfewdo.Fortunately, this book reveals the complex experiences of faculty who did return to the class- room. With their ideas about instruction and learning challenged, these science teacher educators became more aware of the circumstances today’s teachers face. Foranyscienceteachereducatorwhowondersabouttheimpactofhisorherwork withstudentsorteachers,thisisa“mustread.” Dana L. Zeidler, Professor of Science Education, University of South Florida Past President of the National Association for Research in Science Teaching (NARST) Science Teacher Educators as K-12 Teachers is an unabashed account of the retransformation that science teacher educators have undergone when they either returntoK-12classroomsorbecomeintimatelyengagedwiththepracticeofteaching students from K-12 classrooms. It is one thing to transform oneself from the K-12 sectortotheuniversityclassroom.Itisquiteanothertoretransformoneselfinorderto make a difference in the lives of children. This fundamentally requires a sense of perspective—one that is informed by the research base and literature in science educationaswellasonethatisinformedbytheimmediaterealitiesoftheneedsof children.Thecontributingauthorsclearlypresenttheirinformedperspectivesofwhat itmeanstomakeadifferenceintheeducationofK-12learnersandwhatitmeansfor themintheirownprofessionalarcthroughcreativeandreflectiveacts. ix
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