This edited volume discusses the need to increase quantity and enhance quality of science education focused on preparing rural students to thrive in an interconnected, interdependent, and complex world. It acknowledges that globally integrated education incorporates local knowledge and culture with global trends. Additionally it highlights globally competent science teaching is not included in most preparation programs, and teachers enter schools unprepared to address students’ needs. Rural schools lack opportunities to keep up with reform efforts and may have limited experiences with diversity, particularly at the global level.
These chapters describe globalization in authors’ respective academic institutions by sharing global competence action research projects for preservice teachers. The studies presented were conducted in elementary and secondary science methods, and science content courses. The book’s research is unique as the contributors have carried out action research in science teacher preparation programs and participated in peer discussions that helped them fill gaps in global science teaching while advancing the field of teacher preparation programs.
विषयसूची
Part I: Globalization and Rural Science Teacher Preparation.- 1 Globalization and Science Teacher Education; Gayle Buck.- 2 Globalization Competencies; Vesna Dimitrieska.- 3 Contemporary Efforts Involving Globalization and Science Teacher Education; Valarie L. Akerson.- Part II: Action Research on Globalizing Rural Science Teacher Preparation.- 4 Action Research on Science Teacher Preparation; Valarie Akerson and Gayle Buck.- 5 The Impact of a Multidisciplinary Approach to Preservice Teachers Global Competence Using Children’s Literature; Michael Jabot.- 6 Teaching Globalization of Science to Elementary Preservice Teaching Using Children’s Literature; Sumreen Asim and James T. Mc Donald.- 7 Intentionally Teaching Scientific Inquiry: Its impact on K-5 Students’ Global Science Investigations; Selina Bartels.- 8 From Local to Global: An Exploration of Preservice Teacher’s Perceptions of Climate Change; Larry Collins.- 9 Fostering Globalization through Scientific Argumentation in Secondary Classrooms; Brent Gilles.- 10 Including Internationalization in a Secondary Science Methods Course for Preservice High School Teachers; Khadija E. Fouad and Vivian Ali Zohery.- 11 Water Connects Us All: Learning to Teach Global Science through the Global Water Crisis; Lacey D. Huffling and Heather C. Scott.- 12 Fostering preservice science teachers’ global awareness through biomedical research and COVID-19 vaccine development; Ryan Summers.- 13 Considering Water as a Global Community Resource: Global Competency Development Through Water Cycle Conversations; Allison Freed, Javier Taylor.- 14 Drinking water quality and pre-service elementary teachers—an investigation in local practices and global issues; Jessica Stephenson Reaves.- 15 Scaffolding Elementary Preservice Science Teachers Global Science Learning; Heather C. Scott and Lacey D. Huffling.- 16 Linking rural and global funds of knowledge to improve pre-service teachers’ positive attitudes toward global science education; Tulana R. Ariyaratne, & Valarie Akerson.- 17 Using Indigenous Knowledge To Enhance Students’ Understanding Of Environmental Topics And Promote Global And Equitable Learning In The Classroom; Nader El Ahmadie, & Valarie Akerson.- 18 Developing Global Science Knowledge and Global Competence Skills of Future Rural Elementary Teachers in an Undergraduate Science Course; Shukufe Rahman, Conghui Liu, Gayle Buck.- 19 Utilizing a Study Away Program to Develop Culturally-Relevant Pedagogy in Pre-Service Teachers; Robbie L. Higdon.- Part III: Going Forward.- 20 Lessons learned About Globalizing Science Teacher Education; Gayle Buck, Vesna Dimitrieska, Valarie Akerson.
लेखक के बारे में
Dr. Gayle Buck is an Associate Dean and Professor of Science Education at Indiana University. Her scholarship explores 1) student populations traditionally underserved in science education, 2) neglected epistemological assumptions, and 3) pragmatic and participatory approaches to improving teacher education. She has taught several workshops/courses focused on equity and global science, co-edited books on pre-service science teacher education, and published in various academic books and journals.
Dr. Vesna Dimitrieska is the Coordinator of Global Education Initiatives at Indiana University. Her work focuses on internationalizing P-16 education. Her research interests include curriculum internationalization, language teacher identity, and reflective practices of language teachers and teacher educators. Dr. Dimitrieska has received multiple national awards.
Dr. Valarie Akerson is Professor of Science Education with a research focus on nature of science in elementary science teacher education. She is a Past-President of the Association for Science Teacher Education and NARST: A Global Organization for Improving Science Education Through Research, and 2021 Recipient of the NARST Distinguished Contributions to Science Education Research Award.
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