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- W223350268 abstract "I am now going to tell you something that, if you are a science teacher, you already know: science teaching is a difficult job. You know this, but let me offer some reflections that you might want to share with a friend, family member, colleague, or supervisor. Science teaching is difficult because a good science teacher must, first and foremost, have an excellent understanding of challenging, ever-changing content. Science teachers often must teach out-of-field, or in more than one science discipline. Not only do they have to understand tough science concepts--from antimatter to zwitterions--that leave most adults scratching their heads; they also must understand them well enough to translate them into terms that young learners can understand. Those without good communication skills need not apply. Beyond science-content knowledge, a skilled science teacher needs to understand and apply teaching practices. For a science teacher, it is not just what you know, but also how you make this knowledge accessible to young people. It requires considerable creativity, skill, and effort to create student-centered, inquiry-based classrooms with a strong laboratory component. And today, best refer to an ever-expanding portfolio of teaching strategies. There are practices for teaching and encouraging English language learners, gifted or high-achieving students, at-risk learners, students with physical or learning disabilities, minority students, girls (and boys), and different learning styles. There are practices for assessment and for integration of technology. Keeping abreast of new computer software and hardware, probeware, and other science technology applications sometimes can seem almost like a full-time job in itself. Next, science teaching is difficult because a science teacher needs to be able to manage--and sometimes repair or modify--equipment that is often expensive, complex, and potentially dangerous. For the science teacher, preparation for class involves much more than writing the daily lesson plan. Supplies and apparatuses need to be budgeted, ordered, unpacked, cleaned, and safely stored before and after use. Balances and probeware need to be calibrated and maintained, biological specimens must be ordered to arrive at the correct time, and chemicals need to be used safely and disposed of properly. Class-management issues are part of all teaching, but these can be more acute in the science classroom. …" @default.
- W223350268 created "2016-06-24" @default.
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- W223350268 date "2008-10-01" @default.
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- W223350268 title "Let Us Now Praise Science Teachers" @default.
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