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Justice-Oriented Science Teaching and Learning: Anchoring Phenomena in Secondary Classrooms. Springer Texts in Education

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Title: Justice-Oriented Science Teaching and Learning: Anchoring Phenomena in Secondary Classrooms. Springer Texts in Education
Language: English
Authors: David Steele (ORCID 0000-0003-0927-3075), Alison K. Mercier (ORCID 0000-0002-8789-2341)
Source: Springer. 2025.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: http://www.springer.com
Peer Reviewed: N
Page Count: 467
Publication Date: 2025
Intended Audience: Teachers; Students
Document Type: Book
Collected Works - General
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Science Teachers, Science Education, Teaching Methods, Social Justice, Equal Education, Relevance (Education), Pollution, Indigenous Populations, Food, Diseases, Natural Disasters, Cancer, Hazardous Materials, Smoking, Industry, Access to Health Care, Communicable Diseases, Climate, Artificial Intelligence, Earth Science, Urban Areas, Foreign Countries, At Risk Persons, Chemistry, Ecology, Water
Geographic Terms: India, Missouri, Indonesia, Virginia (Norfolk), Utah, New York
DOI: 10.1007/978-3-031-76297-0
ISSN: 2366-7672
2366-7680
Abstract: This textbook provides K-12 science teachers and educators innovative uses of anchoring phenomenon-based teaching approaches from a justice-oriented lens (Morales-Doyle, 2017). It discusses topics such as the use of anchoring phenomenon-based pedagogies, qualities of productive anchoring phenomena and includes examples of unit plans that use anchoring phenomena and social justice science issues to create storylines to foster students' multiple pathways to knowing and learning in the science classrooms. The book is beneficial to K-12 science teachers and science educators who are interested in facilitating students' sense-making of a real-world phenomenon and engaging in three-dimensional science instruction (NGSS Lead States, 2013). By providing examples of unit plans based on theoretical groundings of anchoring phenomenon-based instruction and justice-oriented science teaching, this book provides a great resource to students, professionals, teachers, and academics in science education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED673227
Database: ERIC
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  Data: This textbook provides K-12 science teachers and educators innovative uses of anchoring phenomenon-based teaching approaches from a justice-oriented lens (Morales-Doyle, 2017). It discusses topics such as the use of anchoring phenomenon-based pedagogies, qualities of productive anchoring phenomena and includes examples of unit plans that use anchoring phenomena and social justice science issues to create storylines to foster students' multiple pathways to knowing and learning in the science classrooms. The book is beneficial to K-12 science teachers and science educators who are interested in facilitating students' sense-making of a real-world phenomenon and engaging in three-dimensional science instruction (NGSS Lead States, 2013). By providing examples of unit plans based on theoretical groundings of anchoring phenomenon-based instruction and justice-oriented science teaching, this book provides a great resource to students, professionals, teachers, and academics in science education.
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