Science Education Through Multiple Literacies

Science Education Through Multiple Literacies Project-Based Learning in Elementary School

Edited by Joseph Krajcik and Barbara Schneider, Foreword by Andreas Schleicher
paper, 256 Pages
Pub. Date: December 2021
ISBN-13: 978-1-68253-662-9
Price: $33.00

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Pub. Date: December 2021
ISBN-13: 978-1-68253-662-9

Add to Cart

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Science Education Through Multiple Literacies explores how the use of project-based learning in elementary science education fosters a lifelong scientific mindset in students. The book provides educators with the teaching practices to help students develop an overall science literacy that aligns with Next Generation Science Standards.


This volume makes a major contribution to addressing the long neglected topic of elementary science education. The cases, based on real classrooms, vividly illustrate how project-based learning can bring science alive for young children. This book will be an invaluable resource for science educators engaged in the messy work of transforming elementary science across the country. — Heidi Schweingruber, director, Board on Science Education, The National Academies of Sciences, Engineering, and Medicine

Science Education Through Multiple Literacies is a much-needed book that shows how elementary educators can launch and sustain quality project-based science learning that is inclusive, accessible, and social. It’s a valuable guide for those looking to enable elementary students of all grades and backgrounds to feel included, empowered, and interested to learn science. — Christopher J. Harris, senior director, Science and Engineering Education Research, WestEd

Elementary teachers who want to learn about how to implement ML-PBL for science learning will gain valuable insights from the cases of teachers in real classroom situations; science educators can use the case studies as exemplars of authentic ML-PBL practices in elementary science education courses, and curriculum developers will find the information on ML-PBL features and the materials in the Appendix useful for informing development of ML-PBL elementary science curriculum. — Teachers College Record

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About the Editors

Joseph Krajcik serves as director of the CREATE for STEM Institute and is the Lappan-Phillips Professor of Science Education at Michigan State University (MSU). Throughout his career, Krajcik has focused on working with teachers to design and test instructional materials to reform science teaching practices that promote students’ engagement in and learning of science. He is currently working on several funded projects to design, develop, and test instructional materials that engage learners through project-based learning (PBL) and that align with the Next Generation Science Standards (NGSS) and the Framework for K–12 Science Education. Krajcik served as lead writer for developing Physical Science Standards for the NGSS and the lead writer for the Physical Science Design team for the Framework for K–12 Science Education. He received the McGraw Prize in 2020 for innovation in education, the George G. Mallinson Award from the Michigan Science Teachers’ Association in 2014 for overall excellence of contributions to science education, and the Distinguished Contributions to Science Education Through Research Award in 2010 from NARST. In 2019, he was elected to the National Academy of Education. Prior to receiving his PhD, Joe taught high school chemistry and physical science.

Barbara Schneider is the John A. Hannah University Distinguished Professor in the College of Education and Department of Sociology at MSU. Her research focuses on how the social contexts of schools and families influence adolescents’ academic and social well-being as they move into adulthood. Barbara has played a significant role in developing research methods for the real-time measurement of learning experiences in context. She is a Fellow of the American Association for the Advancement of Science, National Academy of Education, and American Educational Research Association. She was recently elected to the Finnish Academy of Science and Letters and received an honorary PhD from the University of Helsinki in 2017. Schneider is the principal investigator of Crafting Engagement in Science Environments, an international study testing the impact of PBL on student academic, social, and emotional factors in high school science classes. She is also the co-principal investigator of a similar initiative at the elementary school level. Schneider has published nineteen books and more than 150 articles and reports on family, the social contexts of schooling, and the sociology of knowledge. Her most recent book is Learning Science: Crafting Engagement in Science Environment, published by Yale University Press, 2020.

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