Fall EDEE 270
- Science practices
Required:
Hanuscin, D. L., & Park Rogers, M. A. (2008). Learning to observe and infer. Science and Children, 45(6), 56–57.
Supplementary:
Bybee, R. (2015). Ch. 1 ENGAGE. The BSCS 5E Instructional Model: Creating Teachable Moments. National Science Teachers Association. (E-Book available at McGill Library).
- Scientific process
Required:
Campbell, T., Schwarz, C., & Windschitl, M. (2016). What we call misconceptions may be necessary stepping-stones toward
making sense of the world. Science and Children, 53(07). https://doi.org/10.2505/4/sc16_053_07_28
Supplementary:
Ambitious Science Teaching. Tools for Ambitious Science Teaching. University of Washington College of Education.
- Indigenous science
Required:
Williams, W. L., & Snively, G. (2016). Chapter 3 – “Coming to Know”: A Framework for Indigenous Science Education. In Knowing Home: Braiding Indigenous Science with Western Science, Book 1. University of Victoria.
Supplementary:
Learning Engagement 1B: Our connections to the seasons. Storyline for field-based science education. Learning in Places Collaborative.
Learning activities: Food. Indigenous STEAM Collaborative.
4. Science identities
Required:
Faller, E. (2018). When you walk into this room, you’re scientists! Science Scope, 41(09), 6–9. https://doi.org/10.2505/4/ss18_041_09_6
Easy steps to a gender inclusive classroom. (2017). Gender Spectrum. San Leandro, CA.
Supplementary:
Rizga, K. (2020, September 11). Children Are Born Scientists. What If School Encouraged That? The Atlantic.
Scientist Spotlight Initiative. (2003). San Francisco State University.
Gender Spectrum. (2016). Principles for gender-inclusive puberty and health education.
5. Scientific inquiry
Required:
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
Supplementary:
TeachingWorks. High-leverage practices. University of Michigan School of Education.