The textbook is intended to be a helpful resource for both prospective and practicing elementary teachers as they learn to teach science in ways which acknowledge complexities and ambiguities and move beyond simplistic views of teaching as a set of tricks or recipes. The cases included in this textbook feature dilemmas embedded in rich narrative stories which characterize the lives of teachers of science, and by extension their students, and serve as tools for discussion, critique and changing practice. While the textbook is broken into various sections organize around timely topics, this specific case highlights issues around creating inclusive classrooms that affirm student identities.

Find the preview here: https://doi.org/10.1007/978-3-031-33418-4_18