Ambitious and encouraging, this text for prospective and practicing elementary and middle school science teachers, grounded in contemporary science education reform, is a valuable resource that supplies concrete approaches to support the science and science-integrated engineering learning of each and every student. At its core it is based in the view that science is its own a culture, consisting of unique thought process, specialized communicating traditions, and distinctive methods and tools. Using culture as a starting point and connecting it to effective instructional approaches, the authors describe how a teacher can make science accessible to students who are typically pushed to the fringe—especially students of color and English language learners. Written in a conversational style, the authors capture the tone they use when they teach their own students. The readers are recognized as professional partners in the shared efforts of increasing access, reducing inequities, and giving all students the opportunities to participate in science.
Changes in the Third Edition
John Settlage is a Professor at the University of Connecticut. He coordinates the local STEM Teacher Preparation and a Co-Editor of the Science Education journal.
Sherry A. Southerland is a Professor at Florida State University. She is lead editor for the research journal Science Education and is a mentor to doctoral students and fellow faculty.
Lara K. Smetana is an Associate Professor at Loyola University Chicago and teaches elementary science methods.
Pamela S. Lottero-Perdue in an Associate Professor at Towson University where she teaches science and engineering methods and directs an elementary integrated STEM graduate program.
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