Young Scientists in Action : Building Critical Thinkers for a Better World

著者名：Moldavan, Alesia/Nafziger, Bailey

Corwin（2025/12/16発売）

• 言語：ENG
• ISBN：9781071976449
• eISBN：9798348833343

Description

Empower every student to make positive change through science

Elementary teachers face the immense challenge of lesson planning across multiple subjects, often under the weight of standardized testing that prioritizes reading and math. Too often, this leaves science overlooked—even though it holds the power to enrich literacy, numeracy, and, more importantly, students’ understanding of the world. With the right support, science instruction can move beyond worksheets and standards checklists to become a subject where curiosity and critical thinking drive learning and students see connections to their own lives. This resource empowers educators to reclaim science as a space for relevance, meaning, and impact where it matters most—in the classroom.  

In Young Scientists in Action, authors Alesia Mickle Moldavan and Bailey Nafziger provide educators with the tools to transform elementary science classrooms into dynamic spaces where students critically engage with real-world issues. Using phenomena-based and community-focused approaches, this resource equips educators with practical strategies and ready-to-use lesson and unit plans that foster critical thinking and agency. By transforming science into both an academic pursuit and a catalyst for social change, the authors ignite purpose and engagement in the classroom. 

With a focus on actionable solutions for today’s most pressing challenges, this book helps educators leverage science to inspire empathy, critical thinking, and community change in young learners by providing

• An Elicit–Investigate–Interrogate–Act Framework designed to guide educators through four key phases of instruction (Elicit, Investigate, Interrogate, and Act) that foster critical connections between science concepts and societal issues
• Lesson and Unit Plans that are interdisciplinary and ready to implement, and address real-world challenges such as environmental sustainability and accessibility for all learners
• Teacher Reflection Tools that include prompts, teaching manifestos, and strategies for small steps for big impact
• Connections with Standards like NGSS and enriched with practical advocacy strategies, providing a strong foundation for aligning instruction with authentic science practices that inspire students to envision and create a better future. 

Offering real-life examples, practical strategies, and evidence-based insights, Young Scientists in Action paves the way for educators to create classrooms where all students see themselves as scientists and advocates for change. 

Table of Contents

Foreword
Preface
Acknowledgments
About the Authors
Introduction
Why This Book?
Our Lenses and Beliefs Framing This Book
My Adaptation and Why Motivator: Alesia Mickle Moldavan’s Lens
Looking Back to Move Forward With My Why: Bailey Nafziger’s Lens
A Collective Partnership
The Book’s Audience
The Book’s Organization
Your Teaching Manifesto
Part 1: Using Science to Solve Problems: Where Do We Begin?
Chapter 1: Connecting Minds and Hearts Through Critical Thinking and Engagement in Science
Building Critical Thinkers
Empathy in Science
Science as a Human and Social Endeavor
Tracing Pedagogical Approaches Illuminating Students’ Assets and Communities
Using Science to Explore Fairness
Understanding Our World and Each Other
Representation Matters
Mirrors, Windows, and Sliding Glass Doors
Science as a Tool for Advocacy
Connecting Initiatives in Science Education Reform and Standards to Equity
Equity in the Context of NSTA and NGSS
Integrating Standards for Fairness and Agency
Chapter Summary
Reflection Questions
Chapter 2: Bringing Purpose and Action to Science
How We Do (and Don’t Do) Science
Science Is a Way of Knowing
Scientific Knowledge Assumes an Order of Consistency in Natural Systems
Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
What Are Scientific Laws?
What Are Scientific Theories?
Scientific Knowledge Is Open to Revision in Light of New Evidence
What Counts as Science?
Who Gets to Do Science?
Alternative Science Epistemologies
The Value of Community
Chapter Summary
Reflection Questions
Part 2: Designing and Implementing Science Lessons for Critical Thinking and Action
Chapter 3: Planning Lessons That Matter and Foster Change
Learning About Students
Diversity as an Asset
Sustaining an Inclusive Environment
Establishing Classroom Norms
A Framework for Social Justice Science Lessons
The Elicit Phase
Finding the Phenomena
Types of Phenomena
Where to Find Sociocultural-Informed Phenomena
The Investigate Phase
Planning for the Investigate Phase
Three-Dimensional Science Teaching
Instructional Considerations
Focusing on Safety
Collaborative Student Groups
The Interrogate Phase
Structuring Classroom Debates for Critical Thinking
Guided Discussion With Claim–Evidence–Reasoning
The Act Phase
What Does Taking Action Look Like?
How Teachers Can Support Student Action
Using an Act Menu to Make a Difference
Chapter Summary
Reflection Questions
Chapter 4: Unit Plans for Critical Thinking and Action
Units in This Chapter
Unit Plan 4.1: Water Negotiators
Student Page: ELICIT: Water Negotiators
Student Page: INVESTIGATE: Water Negotiators
Student Page: INTERROGATE: Water Negotiators
Student Page: ACT: Water Negotiators
Teacher Page: INVESTIGATE: Water Negotiators
Teacher Page: INTERROGATE: Water Negotiators’ Roles
Unit Plan 4.2: Diaper Deserts
Student Page: ELICIT: Diaper Deserts
Student Page: INVESTIGATE: Diaper Deserts
Student Page: INTERROGATE: Diaper Deserts
Student Page: ACT: Diaper Deserts
Unit Plan 4.3: Honorable Harvest
Student Page: ELICIT: Honorable Harvest
Student Page: INVESTIGATE: Honorable Harvest
Student Page: INTERROGATE: Honorable Harvest
Student Page: ACT: Honorable Harvest
Teacher Page: Mushroom Life Cycle Card Sort
Teacher Page: General Unit Template
Chapter Summary
Reflection Questions
Chapter 5: Grab-and-Go Lessons
Lesson 5.1: Accessibility: Inclined Planes
Lesson 5.2: Politics and Plastics
Lesson 5.3: Invasive Carp
Lesson 5.4: Fossil Fuels and Nonrenewable Energy
Chapter Summary
Reflection Questions
Part 3: Looking Ahead and Taking Action
Chapter 6: Navigating Today’s Classroom with Purpose
Knowing Your Purpose, Priorities, and Professional Responsibilities
Finding Your People and Sphere of Influence
Curating Patience for Growth Opportunities
Keeping a Journal to Chronicle Progress
Encouraging Growth Mindset
Holding on to Hope
Chapter Summary
Reflection Questions
Chapter 7: Your Call to Action
Taking Action in Your Context
Revisiting Your Teaching Manifesto
Chapter Summary
Reflection Questions
References
Index