Activating Students' Ideas
Linking Formative Assessment Probes to Instructional Sequence
Will be published approx. on 13. April 2023
Book
Paperback/Softback
120 pages
978-1-68140-968-9 (ISBN)
Description
"For many elementary educators, teaching science can be intimidating. This book is an invitation to rethink the possibilities for learners and is intended to be a source of inspiration for new ways to think about science teaching. Written to highlight the importance of sequencing science instruction to maximize learning, the book provides a self-guided professional learning experience. Through reading and discussing the chapters, teachers can gain valuable insight into why some approaches may be more beneficial than others"--
More details
Series
Language
English
Place of publication
United States
Target group
Primary & secondary/elementary & high school
Product notice
Paperback (trade)
Illustrations
Not illustrated
Dimensions
Height: 274 mm
Width: 208 mm
Thickness: 10 mm
Weight
340 gr
ISBN-13
978-1-68140-968-9 (9781681409689)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Dr. Patrick L. Brown is the Executive Director of STEM and Career Education for the Fort Zumwalt School District in St. Charles, Missouri. Before arriving at Fort Zumwalt, he received a PhD in curriculum and instruction from the University of Missouri, Columbia. He completed a postdoctoral fellowship at Washington University in St. Louis and was the Assistant Director at the university's Teaching Center. Dr. Brown has a range of K-12 and postsecondary teaching experience. He has taught middle school courses in physical science and high school classes in biology. In addition, he has taught both undergraduate and graduate courses for prospective elementary, middle, and high school teachers. Dr. Brown has won various awards for his science methods course teaching. Dr. Brown makes frequent presentations at international, regional, and state conferences and is known for his scholarship on instructional sequences to teach science. His science teaching ideas have appeared in Science and Children, Science Scope, The Science Teacher, Science Activities, and a recently published book on using classroom inquiry to address the Next Generation Science Standards. His research in science education has been published in Science Education, the Journal of Science Teacher Education, and the International Journal of Science Education.