Teaching Science in Diverse Classrooms: Real Science for Real students
By Douglas Larkin
As a distinctive voice in science education writing, Douglas Larkin provides a fresh perspective for science teachers who work to make real science accessible to all K-12 students. Through compelling anecdotes and vignettes, this book draws deeply on research to present a vision of successful and inspiring science teaching that builds upon the prior knowledge, experiences, and interests of students.
Cover art by Steve Spatucci
Teaching Science in Diverse Classrooms: Real Science for Real studentsJul 22, 2020
Afterword: Good Reasons for Becoming a Science Teacher
An appeal for more people to consider science teaching as a career. (An earlier version of this essay was published on the op-ed page of the Newark Star-Ledger.)
Chapter 15: Playing School vs. Doing Science
Providing all students with access to the means of knowledge generation.
Chapter 14: Teaching at the Boundaries of Our Knowledge
Being knowledgable enough about what we teach to not feel like a fraud.
Chapter 13: The Black Belt Science Teacher
Differentiation and a speculative learning progression for science teachers.
Chapter 12: Mentoring New Science Teachers
Novices get better when we support them with good feedback.
An earlier version of this essay appeared as "10 Things to Know About Mentoring Student Teachers" in the April 2013 edition of Phi Delta Kappan magazine
Chapter 11: Observing Candles and Classrooms
Learning from other teachers by withholding judgment
Chapter 10: Before Today, I Was Afraid of Trees
Rethinking nature deficit disorder in diverse classrooms. An earlier version of this essay appeared in Fall 2011 issue of the magazine Rethinking Schools.
Chapter 9: In Praise of Field Trips and Guest Speakers
Bringing the inside-out and the outside-in for science learning
Chapter 8: Eyes Like a Scientist
Framing safety as part of scientific practice for students.
Chapter 7: What if the Stork Carried 20-sided Dice?
On the Use of Models and Simulations as Tools for Thinking
Chapter 6: Reconsidering labs & demonstrations for doing model-based inquiry
Don't throw away those owl pellets just yet.
Chapter 5: HeLa Cells, High-Speed Chases, and Other Essential Questions
Because science class should not be a trivia game.
This episode explores what it means to use an essential question in teaching science, and how this can connect to teaching science for social justice.
Chapter 4: Responding to Student Questions Without Giving Answers
"Maybe it will just have to remain a mystery forever."
This episode tells the story of Mr. Teague, and how he doesn't answer questions in his physics classroom.
Chapter 3: Every Misconception a Shiny Pebble
Glimpsing Beautiful and Productive Extensions of Prior Knowledge
Chapter 2: Eliciting Students' Ideas
Student Ideas as the Raw Material of Science Teachers’ Work
Chapter 1: Aiming for Culturally Relevant Science Teaching
An Argument for Meeting Our Students Where They Are
Introduction
Teaching Real Science to Real Students: On Being a Thoughtful Science Teacher and Doing a Good Job