Produktbild: Young Scientists in Action

Young Scientists in Action Building Critical Thinkers for a Better World

36,99 €

inkl. gesetzl. MwSt., Versandkostenfrei


Beschreibung

Produktdetails

ISBN

978-1-07-197644-9

Erscheinungsdatum

18.03.2026

Einband

Taschenbuch

Verlag

Sage Publications

Seitenzahl

264

Maße (L/B/H)

17,8/25,3/1,6 cm

Gewicht

552 g

Sprache

Englisch

Beschreibung

Rezension

Young Scientists in Action is a timely and necessary book that challenges science educators to reimagine science teaching through the lens of social justice. It offers practical strategies to empower students to recognize, critique, and act on societal inequities by using science as a powerful tool for change. I highly recommend this book to every science educator and every leader committed to transforming science education into a force for equity, justice, and community empowerment Kristopher J. Childs Winter Garden, FL

Produktdetails

ISBN

978-1-07-197644-9

Erscheinungsdatum

18.03.2026

Einband

Taschenbuch

Verlag

Sage Publications

Seitenzahl

264

Maße (L/B/H)

17,8/25,3/1,6 cm

Gewicht

552 g

Sprache

Englisch

EU-Ansprechpartner

Kolibri 360 GmbH
Ettore-Bugatti-Straße 6-14
51149 Köln
DE
produktsicherheit@kolibri360.de

Herstelleradresse

SAGE Publications
1 Oliver's Yard 55 City Road
EC1Y 1SP London
GB
orders@sagepub.co.uk

Ein neues Kapitel für Ihre Bücher

Ein neues Kapitel für Ihre Bücher

Schenken Sie Ihren alten Schätzen ein zweites Leben und erhalten dafür eine Thalia Geschenkkarte.

Jetzt verkaufen
Jetzt verkaufen

Noch keine Bewertungen vorhanden

Verfassen Sie die erste Bewertung zu diesem Artikel

Helfen Sie anderen Kundinnen und Kunden durch Ihre Meinung.

Kundinnen und Kunden meinen

Bewertungen (0)

  • Produktbild: Young Scientists in Action
  • Foreword
    Preface
    Acknowledgments
    About the Authors
    Introduction
    Why This Book?
    Our Lenses and Beliefs Framing This Book
    My Adaptation and Why Motivator: Alesia Mickle Moldavan's Lens
    Looking Back to Move Forward With My Why: Bailey Nafziger's Lens
    A Collective Partnership
    The Book's Audience
    The Book's Organization
    Your Teaching Manifesto
    Part 1: Using Science to Solve Problems: Where Do We Begin?
    Chapter 1: Connecting Minds and Hearts Through Critical Thinking and Engagement in Science
    Building Critical Thinkers
    Empathy in Science
    Science as a Human and Social Endeavor
    Tracing Pedagogical Approaches Illuminating Students' Assets and Communities
    Using Science to Explore Fairness
    Understanding Our World and Each Other
    Representation Matters
    Mirrors, Windows, and Sliding Glass Doors
    Science as a Tool for Advocacy
    Connecting Initiatives in Science Education Reform and Standards to Equity
    Equity in the Context of NSTA and NGSS
    Integrating Standards for Fairness and Agency
    Chapter Summary
    Reflection Questions
    Chapter 2: Bringing Purpose and Action to Science
    How We Do (and Don't Do) Science
    Science Is a Way of Knowing
    Scientific Knowledge Assumes an Order of Consistency in Natural Systems
    Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
    What Are Scientific Laws?
    What Are Scientific Theories?
    Scientific Knowledge Is Open to Revision in Light of New Evidence
    What Counts as Science?
    Who Gets to Do Science?
    Alternative Science Epistemologies
    The Value of Community
    Chapter Summary
    Reflection Questions
    Part 2: Designing and Implementing Science Lessons for Critical Thinking and Action
    Chapter 3: Planning Lessons That Matter and Foster Change
    Learning About Students
    Diversity as an Asset
    Sustaining an Inclusive Environment
    Establishing Classroom Norms
    A Framework for Social Justice Science Lessons
    The Elicit Phase
    Finding the Phenomena
    Types of Phenomena
    Where to Find Sociocultural-Informed Phenomena
    The Investigate Phase
    Planning for the Investigate Phase
    Three-Dimensional Science Teaching
    Instructional Considerations
    Focusing on Safety
    Collaborative Student Groups
    The Interrogate Phase
    Structuring Classroom Debates for Critical Thinking
    Guided Discussion With Claim-Evidence-Reasoning
    The Act Phase
    What Does Taking Action Look Like?
    How Teachers Can Support Student Action
    Using an Act Menu to Make a Difference
    Chapter Summary
    Reflection Questions
    Chapter 4: Unit Plans for Critical Thinking and Action
    Units in This Chapter
    Unit Plan 4.1: Water Negotiators
    Student Page: ELICIT: Water Negotiators
    Student Page: INVESTIGATE: Water Negotiators
    Student Page: INTERROGATE: Water Negotiators
    Student Page: ACT: Water Negotiators
    Teacher Page: INVESTIGATE: Water Negotiators
    Teacher Page: INTERROGATE: Water Negotiators' Roles
    Unit Plan 4.2: Diaper Deserts
    Student Page: ELICIT: Diaper Deserts
    Student Page: INVESTIGATE: Diaper Deserts
    Student Page: INTERROGATE: Diaper Deserts
    Student Page: ACT: Diaper Deserts
    Unit Plan 4.3: Honorable Harvest
    Student Page: ELICIT: Honorable Harvest
    Student Page: INVESTIGATE: Honorable Harvest
    Student Page: INTERROGATE: Honorable Harvest
    Student Page: ACT: Honorable Harvest
    Teacher Page: Mushroom Life Cycle Card Sort
    Teacher Page: General Unit Template
    Chapter Summary
    Reflection Questions
    Chapter 5: Grab-and-Go Lessons
    Lesson 5.1: Accessibility: Inclined Planes
    Lesson 5.2: Politics and Plastics
    Lesson 5.3: Invasive Carp
    Lesson 5.4: Fossil Fuels and Nonrenewable Energy
    Chapter Summary
    Reflection Questions
    Part 3: Looking Ahead and Taking Action
    Chapter 6: Navigating Today's Classroom with Purpose
    Knowing Your Purpose, Priorities, and Professional Responsibilities
    Finding Your People and Sphere of Influence
    Curating Patience for Growth Opportunities
    Keeping a Journal to Chronicle Progress
    Encouraging Growth Mindset
    Holding on to Hope
    Chapter Summary
    Reflection Questions
    Chapter 7: Your Call to Action
    Taking Action in Your Context
    Revisiting Your Teaching Manifesto
    Chapter Summary
    Reflection Questions
    References
    Index