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This edited volume showcases current science education research in Canada, from pre-Kindergarten to Grade 7, conducted in Canada by a diverse group of researchers from across the country. We draw on the themes that emerged from our previous book, Science Education in Canada: Consistencies, Commonalities, and Distinctions, to guide the structure of this book on elementary science education research. In particular, chapters on science teacher preparation; Indigenous perspectives; environmental education; science, technology, engineering, and mathematics (STEM); and science, technology, society, and the environment (STSE) reflect a Canadian perspective. However, these themes are of global interest and authors include ideas for how science education research in Canada might be used by academics and researchers in other countries.
This book builds a cohesive picture of current elementary science education research in Canada, highlighting themes that will resonate with international readers.
List of contents
1, Providing a Space for Canadian Science Education Research.- 2, Changes in Discourse Patterns during Scientific Inquiry: A Co-teaching Model.- 3, Adopting Universal Design for Learning as a Means to Foster Inclusive Science Teaching and Learning.- 4, Science in the Spotlight: What Are Monsters Made Of? (A Performative Inquiry).- 5, Teaching the Engineering Design Process: Pre-service Teachers' Professional Development in a Community of Practice.- 6, Is this a course about science? Tensions and Challenges with Engaging Preservice Elementary and Middle Years Teachers in Science Learning.- 7, Professional Learning Using a Blended-Learning Approach with Elementary Teachers Who Teach Science: An Exploration of Processes and Outcomes.- 8, Extending Scientific Literacy through Indigenous Hawaiian Epistemology.- 9, Using Bee-Bots in Early Learning STEM: An Analysis of Resources.- 10, Connecting Children to Nature through ScientificInquiry: The Impact on Children's Well-being.- 11, Using Wearable GPS Technology to Explore Children's Authentic Interest in Nature.- 12, Nature is our Classroom: Place-conscious Pedagogy and Elementary Science Education.
About the author
Christine D. Tippett, B.A.Sc. (University of British Columbia), B.Ed. (University of Victoria), M.A. (University of Victoria), and Ph.D. (University of Victoria), is an associate professor of science education in the Faculty of Education at the University of Ottawa. She was an engineer before she obtained her teaching degree, which influences her ways of thinking about science education. Her research interests include visual representations, science education for all students, and professional development for science educators (pre-service, in-service, and informal). Current projects focus on pre-service science teachers' images of engineers, early childhood STEM education, and assessment of representational competence. Dr. Tippett co-edited the book Science Education in Canada, which was published by Springer in 2019.
Todd M. Milford, B.Sc. (University of Victoria), B.Ed. (University of Victoria), Dip SpecEd (University of British Columbia), M.Ed. (University of Victoria), and Ph.D. (University of Victoria), is an associate professor in the Faculty of Education at the University of Victoria. He has science and special education classroom teaching experience as well as in the online environment. He has been teaching at the postsecondary level since 2005 primarily in the areas of science education, mathematics education, and classroom assessment. His research has been and continues to be varied; however, the constant theme is using data and data analysis to help teachers and students in the classroom. Dr. Milford co-edited the book Science Education in Canada, which was published by Springer in 2019.
