Supporting K-8 Learners Through STEM Experiences

The Importance of Claim Making
1. Auflage 2027
ISBN: 978-1-041-25037-1
Verlag: Taylor & Francis Ltd

Buch, Englisch, 200 Seiten, Format (B × H): 152 mm x 229 mm

Supporting K-8 Learners Through STEM Experiences is designed to effectively develop and implement inclusive STEM-based learning experiences in environments that support K-8 learners. With a seamless and accessible blend of theoretical and practical guidance, this book provides key advice on supporting learners across classroom and non-formal education spaces.

Using specific examples of integrated STEM tasks including implementation strategies, support for anticipating and responding to student thinking, and lessons learned, this book covers key topics including:

- What an effective STEM learning environments look like

- The nature of student thinking in STEM-based learning environments focusing on student claim making

- The importance of integrated STEM

- Practice-based discussions of actual STEM-based learning tasks

- Evidence-based guidance for educators wishing to develop and effectively implement their own STEM-based learning activities

This must-read book has been written to support all those involved in K-8 education to better understand and develop effective STEM learning environments, as well as support learners as they engage in STEM-based learning activities.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Slavit, David

Lesseig, Kristin

Simpson, Amber

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Chapter 1. STEM and STEM Education What is STEM? Is STEM a Content Area? STEM Education Common Premises of STEM Education Formal and Nonformal Learning Spaces Learning Environments for STEM Education Intentionally Integrate the STEM Disciplines into the Curriculum Make the Learning Environment more conducive to Integrated Thinking STEM Thinking

Chapter 2. Importance of Claim Making in Learners’ Thinking about STEM Ideas Introduction What is a Claim? What is a Claim Sequence? Interdisciplinary STEM Claims Important Attributes of Claim Making, Evidence, and Reasoning Attributes of Claims and Claim Sequences Attributes of Evidence Attributes of Reasoning Why is it Important to Attend to Learners’ Claim Making?

Chapter 3. Matching instruction to the Ways Learners Think in STEM Learning Environments Introduction Curriculum and instruction Should Build on what we Know about Learner Thinking Trends in Learner Thinking in STEM-based Learning Environments The Importance of Tentative and Challenge Claims The Importance of In-the-moment Evidence and Tests Conclusion

Chapter 4. Explorations for Supporting STEM Ways of Thinking in Young Learners Overview of Explorations Why Engineering? Engineering Design Cycle How to Use the Explorations Additional Support Features Facilitating the Experience Connections to STEM Concepts and Practices Explorations: Treasure Transport: Stay Afloat Step into the Story Sprout Box: Engineering a Greenhouse Paws & Claws: Extreme Weather Shelter Make it Move: Design to Deliver Ramp Racers Acoustic Architects: Designing Studios that Shape Sound Bikes, Boxes, and Breakthroughs: Designing Vaccine Coolers

Chapter 5. Moving Your Professional Work Forward Introduction What Makes a “Good” STEM Task? What Does it Mean to Take a Learning Stance Toward STEM Education? Characteristics of a Learning Stance Taking a learning stance toward instruction How Do You Support All Learners in STEM Explorations? Revealing learners’ experiences and strengths Strategies for revealing and honoring learner strengths Centering learner thinking Strategies to enhance professional noticing Responding with supportive questions Final Thoughts

Über Autor(innen)

David Slavit is Professor of Mathematics Education and Mathematics at Washington State University Vancouver and Founding Director of the Mathematics/Science Education PhD Program. Dr. Slavit seeks to understand the ways in which students think and learn in STEM-rich educational contexts, as well as equity issues related to teacher education.

Amber Simpson is an Associate Professor of Mathematics Education who examines how families and communities engage in STEM. Dr. Simpson’s work foregrounds humanistic, interdisciplinary practices—spanning fields like archaeology and engineering—that expand what counts as STEM learning and who engages in it.

Kristin Lesseig is Professor of Mathematics Education at Washington State University Vancouver. Dr. Lesseig’s work focuses on the design and study of job-embedded professional learning, with particular attention to how educators develop their ability to notice learner thinking and support learner reasoning and sense-making.