Titlebook: Exploring Elementary Science Teaching and Learning in Canada; Christine D. Tippett,Todd M. Milford Book 2023 The Editor(s) (if applicable)

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Seismic Response Analysis of Infrastructure,g a community of practice, focused on engineering design, between university faculty and elementary teachers can positively impact teacher beliefs and confidence. The research described here provides insights into how a community of practice composed primarily of preservice teachers teaching the des

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Tapan K. Sengupta,Pushpender K. Sharmahing activities, interactions with research scientists, and laboratory and problem-solving activities involving science practice and data literacy skills. The chapter ends with comment concerning the success and possible next steps for the course.

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High-Performance System Applications,nts. These resources included websites, blogs, news media articles, Pinterest, YouTube videos, and curriculum resources such as Teachers Pay Teachers and Share My Lessons. Our survey of these resources suggests that, although there is a wide variety available in a variety of subject areas, most offe

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Billing Processes in Personalized Medicine wonder of place, teachers can expand students’ ecological horizon to encourage care and concern for a global community. This chapter explores a theoretical framework for place-conscious pedagogy in the context of science education and provides a case study of an elementary school in Alberta where t

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Changes in Discourse Patterns During Scientific Inquiry: A Co-teaching Model for Teacher Professionny teachers, especially elementary teachers, find it difficult to implement. One reason for this difficulty is the requirement for more dialogic discourse between the teacher and students. The Steps to Inquiry Framework (SIF) was designed to support teachers learning to implement scientific inquiry

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Adopting Universal Design for Learning as a Means to Foster Inclusive Science Teaching and Learningher, and an assistant principal as they assessed their inclusive practices using the framework of Universal Design for Learning. In a vignette, we focus on the classroom teacher’s interpretation of Universal Design for Learning and changes in her classroom science practices. Using evidence from teac

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