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Teacher Learning and Informal Science Education: Expansivising Affordances for Diverse Science Learners (Counterpoints, Band 549) - Softcover
Inhaltsangabe
This book is situated in a study of learning to teach science, informal science education and identity. The study initially aimed to learn how teachers’ identities were influenced by teacher learning experiences in informal science institutions and sites.
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Über die Autorin bzw. den Autor
Jennifer D. Adams is a Tier 2 Canada Research Chair and Professor at the University of Calgary and an NSF Early CAREER awardee. Prior to joining the faculty at the UofC, she had appointments at the City University of New York (Brooklyn College and The Graduate Center), the American Museum of Natural History, New York City Outward Bound and as a high school science teacher with the (then) New York City Board of Education. Brooklyn in da House!
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Teacher Learning and Informal Science Education
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Peter Lang Inc., International Academic Publishers, 2024
ISBN 10: 1636672833
ISBN 13: 9781636672830
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Teacher Learning and Informal Science Education
Verlag:
Peter Lang Inc., International Academic Publishers, 2024
ISBN 10: 1636672833
ISBN 13: 9781636672830
Neu
PAP
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PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000. Artikel-Nr. CX-9781636672830
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Teacher Learning and Informal Science Education: Expansivising Affordances for Diverse Science Learners (Counterpoints)
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Teacher Learning and Informal Science Education: Expansivising Affordances for Diverse Science Learners: 549 (Counterpoints)
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Teacher Learning and Informal Science Education : Expansivising Affordances for Diverse Science Learners
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Teacher Learning and Informal Science Education chronicles Jennifer D. Adams' teaching and research journey in informal science education. While the primary focus of the book is research on teacher learning and identity in informal science education, it contains bursts of reflections of Adams' navigation of learning spaces from childhood visits to the museum, class trips as a high school teacher, designing and facilitating learning as a museum and teacher educator, and researcher. These learning interactions inspired research to learn how teachers' identities and corresponding practices were influenced by informal science learning. What emerged was the ways that teachers transformed meanings, pedagogies, and enactments of informal science in ways that both resonated with their identities as social agents vis-à-vis the identities and needs of their students. Recognising the importance of historical context in current and ongoing educational inequities, this book offers a chapter that unpacks the colonial history of the museum and discusses the relevance for science teaching and learning today. With New York City as the backdrop, this book emphasizes the teaching and learning in an urban context with creative teachers who are passionate about their practice and their brilliant and diverse middle and high school students. This book offers theoretical considerations for designing learning experiences, with a research-to-practice emphasis, for teachers across formal and informal settings in ways that are attentive to and affirming of students' and teachers' identities and desires to utilize science education as a tool to create flourishing futures. Artikel-Nr. 9781636672830
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Teacher Learning and Informal Science Education | Expansivising Affordances for Diverse Science Learners
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Taschenbuch. Zustand: Neu. Teacher Learning and Informal Science Education | Expansivising Affordances for Diverse Science Learners | Jennifer D. Adams | Taschenbuch | Counterpoints | Kartoniert | Englisch | 2024 | Peter Lang | EAN 9781636672830 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu. Artikel-Nr. 129746178
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