ISBN: 9781636672830 - teacher learning and informal science education: expansivising affordances for diverse science learners: 549 (counterpoints) (17 resultados)

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Paperback. Condición: New. 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.…

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Taschenbuch. Condición: 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.…

Taschenbuch. Condición: 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.…

Paperback. Condición: New. 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.…

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Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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. 198 pp. Englisch.…

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -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. What emerged was how teachers transformed meanings, pedagogies and applications of informal science in ways that both resonated with their identities as teachers and social agents as well as the identities and needs of their students. This book emphasizes the teaching and learning of racialized students as well as highlight the experiences of similarly racialized teachers. However, what emerges are lessons for educators who are committed to authentically enacting equity in learning spaces; that is learning that is attentive to and affirming of students' and teachers' identities and desirings to utilize education as a tool to create imaginations of alternative futures. This is critical if we are to move towards planetary well-being. This book will highlight salient aspects of the research and offer examples of teacher enactments and frameworks for designing professional development and learning experiences that afford critical awareness, creativity and culturally affirming science education both in formal and informal contexts.Lang, Peter GmbH, Gontardstraße 11, 10178 Berlin 210 pp. Englisch.…