This book is a resource for both prospective and practicing elementary teachers as they learn to teach science in ways which foster the development of a community of science learners with multiple perspectives and diverse approaches to problem solving. It includes cases that feature dilemmas embedded in rich narrative stories which characterize the lives of teachers of science, and by extension their students, and serve as tools for discussion, critique, and reflective practice.
The introduction to the book explores changing contexts for elementary science teaching and learning, and describes how case-based pedagogy can be used as a tool for both instruction and research. Each subsequent section of the book includes cases that are organized around topics such as contemporary approaches to teaching elementary science, new roles for technology, and the creation of inclusive learning environments for all students in elementary science. Each case is followed by reflective commentaries and concludes with questions for reflection and discussion. Teachers will benefit from these cases as they explore the complexities and ambiguities of elementary science teaching and learning in today's classrooms.

Draws attention to a range of issues in today's ever changing elementary science learning environments Reflects on issues that facilitate and engage teachers in meaning discourses about science teaching and learning Includes commentaries that build and extend case discussions by providing diverse perspectives

Autorentext
Sophia Jeong is an assistant professor of science education in the Department of Teaching and Learning at The Ohio State University. Her scholarly work draws on actor-network theory to explore ontological complexities of gender and race by examining socio-material relations in science classrooms. Broadly speaking, her research interests focus on equity issues in science education through the lens of rhizomatic analysis of K-16 science classrooms, re-conceptualizing the notions of teacher change, teachers' teaching, and students' learning as assemblages. As a science teacher educator, she is passionate about fostering creativity, encouraging inquisitive minds, and developing socio-political consciousness through science education. She has co-authored seven book chapters and is currently the co-editor of the book examining case-based pedagogy in elementary science education. She has participated in international research collaborations with scholars from Korea, China, Turkey, and Singapore in STEM/ STEAM education. Lynn Bryan is a Professor at Purdue University who is jointly appointed in the Department of Curriculum and Instruction and Department of Physics and Astronomy. She also serves as the Director for the Center for Advancing the Teaching and Learning of STEM (CATALYST). She began her career in science education as a high school physics teacher, and since then has devoted her career to working with K-12 science teachers to bring contemporary practices and leading-edge science content into pre-college classrooms, most recently with an emphasis on the role of science education in addressing crucial societal challenges by promoting social justice. Her area of research includes science teacher education, particularly teachers' development and enhancement of knowledge and skills for teaching science for society through the integration of STEM disciplines; teaching science at the nanoscale; and teaching science through modeling-based inquiry approaches. In 2015, Professor Bryan was named one of Purdue University's Distinguished Women Scholars. She is a past-president of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research and former co-editor of the Journal of Science Teacher Education. She has published her work in the Journal of Research in Science Education, Science Education, Journal of Science Teacher Education, Nanotechnology Reviews, and Journal of Nano Education, among other journals. Deborah J. Tippins is a Professor and Distinguished Research Scholar in the Department of Mathematics and Science Education at the University of Georgia. Her scholarly work focuses on encouraging meaningful discourses around environmental justice and sociocultural issues in science education. Her current research interests center around citizen science, sustainability, case-based teaching and learning, culturally relevant science,innovative research methods and science teacher preparation. She draws on Ecojustice philosophy and the anthropology of science education to investigate questions of interest in these areas. Deborah is the co-editor of the Springer book series Environmental Discourses in Science Education. She has co-authored three books and co-edited nine books, with the most recent publication of the book Animals and science education: Ethics, curriculum and pedagogy. She has published in a wide range of journals including The Journal of Research in Science Teaching, Teaching and Teacher Education, Research in Science Education, The Journal of Science Teacher Education, Cultural Studies in Science Education, School Science and Mathematics, Science Education, the International Journal of Science Education, the Elementary School Journal, the Journal of Education in Teaching, and the Journal of Moral Education to name a few. Deborah served as a Fulbright scholar in the Philippines and has participated in

Inhalt
Introduction.- New perspectives on the use of cases in elementary science teacher preparation.- Enhancing the learning of prospective and practicing elementary teachers through case-based pedagogy: Philosophical underpinnings.- Case-based pedagogy as an instructional tool.- Case-based pedagogy as a research tool.- Towards an expanded vision of elementary science teaching and learning.- Overview of the organizational structure of the book.- Section 1: Contemporary approaches to teaching science in the elementary grades.- Evidence-based learning.- Confronting what it means to participate in STEM/STEAM.- Engaging young children in maker spaces.- Building culturally responsive science classrooms.- Children's engineering by design.- Ambitious science teaching practices.- Section 2: New roles for technology in elementary science.- Fostering experiences with modeling and coding in the elementary years.- Instructional innovations with cellphones, iPads and personal technology.- New media literacies.- Ethical issues involving the use of low and high level technologies with young children.- Section 3: Creating inclusive elementary science learning environments.- Working against deficit models.- Differentiating science teaching and learning.- Meeting the science learning needs of children with Asperger's or along the autism specturm, or other exceptionalities.- Section 4 Engaging children in socio-scientific issues.- Teaching about climate change.- Citizen science.- Democratizing science for young children.- Issues around the teaching of evolution (as it relates to young children).- Fostering youth activism.- Section 5: The tensions of standards-based science instruction.- Considering issues of high-stakes assessments.- Responding to increasing demands for accountability.- Taking pedagogical risks in an era of high-stakes assessments.- Section 6: Diverse ways of assessing young children's science understandings.- Using students' funds of knowledge.- Eliciting and responding tostudent thinking/critical thinking.- Interdisciplinary teaching and assessment.- Section 7: Animals in the science classroom.- Teaching the value of life and death.- How should we use animals in the classroom?.- Nurturing a pedagogy of case for all species.- Section 8: Issues of diversity in elementary science teaching and learning.- Considering issues related to identity categories.- The impact of religion on science teaching and learning in the early years.0 The influence of language in…