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El. knyga: Reflecting on Practice for STEM Educators: A Guide for Museums, Out-of-school, and Other Informal Settings [Taylor & Francis e-book]

, (Lawrence Hall of Science, University of California)
  • Formatas: 348 pages, 4 Line drawings, black and white; 4 Illustrations, black and white
  • Išleidimo metai: 31-May-2021
  • Leidėjas: Routledge
  • ISBN-13: 9781003042990
Kitos knygos pagal šią temą:
  • Taylor & Francis e-book
  • Kaina: 161,57 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standartinė kaina: 230,81 €
  • Sutaupote 30%
Reflecting on Practice for STEM Educators: A Guide for Museums, Out-of-school, and Other Informal SettingsDidesnis paveikslėlis
  • Formatas: 348 pages, 4 Line drawings, black and white; 4 Illustrations, black and white
  • Išleidimo metai: 31-May-2021
  • Leidėjas: Routledge
  • ISBN-13: 9781003042990
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9781003042990

Reflecting on Practice for STEM Educators is a guidebook to lead a professional learning program for educators working in STEM learning environments.

Making research on the science of human learning accessible to educational professionals around the world, this book shows educators how to relate this research to their own practice. Educators’ collective work broadens the scope of an organization’s reach, and through this effort, the organization grows its social capital in its local community and beyond. This book offers opportunities to engage in processes that lead toward organizational learning by attending to the professional growth of the educators. Tran and Halversen show how learning together can shape the language and meanings by which educators do and talk about their work to support visitors’ experiences. The book provides guidance on how teams of educators can build community as they engage in reflective practice.

Reflecting on Practice for STEM Educators will be essential reading for leaders of any organization that aims to educate and engage the public in science, technology, engineering, and mathematics. It will be particularly useful to educators who work in museums, zoos, aquariums, botanical gardens, youth organizations, after-school programs, and nature, science, and conservation centres.

Preface vii
Acknowledgements & Credits viii
Introduction 1(8)
Module 2 Learning, Reflections, and Science
Introduces the routines and foundations of the Reflecting on Practice program
Overview
9(1)
Session 1 Learning Beliefs, Behaviors, and Goals
10(26)
Initiates exploration of foundational ideas on learning
Session 2 Effective Reflective Practice
36(32)
Examines professional learning and reflective practice, including participating in a Video Reflection in whole community
Session 3 Nature and Practices of Science
68(21)
Focuses on what is science, how science works, and science as a way of knowing
Module 2 How People Learn
Articulates how learning builds on prior knowledge
Overview
89(1)
Session 1 How People Learn
90(32)
Delves further into Five Foundational Ideas on Learning, and introduces the Learning Cycle
Session 2 Learners' Prior Knowledge
122(34)
Scrutinizes the connections between prior knowledge and conceptual change
Session 3 Whole-Community Video Reflection on Prior Knowledge
156(15)
Community engages in Video Reflections, first in whole community then small groups, focusing on prior knowledge
Module 3 Learning Conversations
Emphasizes that talking is learning
Overview
171(1)
Session 1 Talking to Learn
172(36)
Examines how talking is learning, and introduces Discussion Map and Teaching Purposes for facilitating learning conversations
Session 2 Facilitating Conversations
208(32)
Explores use of Facilitation Approaches to alleviate tension between everyday and disciplinary views and language, leverage power responsibly, and foster discourse
Session 3 Whole-Community Video Reflection on Learning Conversations
240(13)
Community engages in Video Reflections, in whole community and then small groups, focusing on facilitating conversations
Module 4 Objects and Design
Spotlights how we use objects in our learning designs
Overview
253(1)
Session 1 Teaching with Objects
254(30)
Determines limitations and potentials for learning from different types of objects
Session 2 Designing Experiences for Learning
284(16)
Revisits research and uses Rapid Design Feedback to revise the design of learning experiences
Session 3 Whole-Community Video Reflection on Objects
300(11)
Community engages in Video Reflections, and uses Critiquing Objects to reflect on their use of objects in learning experiences
References
311(4)
Appendix A Tools for Reflective Practice
315(18)
Protocol, guides, checklists, and worksheets for making, observing, and discussing videos and other work products during reflection sessions
Appendix B Design and Teaching Tools
333(11)
Models, frameworks, and worksheets for designing and teaching learning experiences used and examined in the Reflecting on Practice program
Index 344
Lynn Uyen Tran is Research Director in the Learning and Teaching Group at the Lawrence Hall of Science, University of California Berkeley, USA. Her work focuses on relating the science of learning to teaching practices of informal educators and university faculty, and cultivating reflective practice and professional learning among these communities.

Catherine Halversen is Senior Program Director in the Learning and Teaching Group at the Lawrence Hall of Science, University of California Berkeley, USA. Her work focuses on developing and disseminating inperson and online professional learning programs and instructional materials for STEM university/college faculty, informal educators, and K12 teachers.
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