Establishing Scientific Classroom Discourse Communities

Multiple Voices of Teaching and Learning Research
Herausgeber: Yerrick, Randy K; Roth, Wolff-Michael

• Gebundenes Buch

Produktbeschreibung

To model and scaffold this ongoing debate, each chapter is followed by a "metalogue" in which the chapter authors and volume editors critique the issues traversed in the chapter by opening up the neatly argued issues. These "metalogues" challenge, extend, and deepen the arguments made. Central questions addressed include: Why is a sociolinguistic interpretation essential in examining science education reform? What are key similarities and differences between classroom and scientific communities? How can the utility of common knowledge and existing classroom discourse be balanced toward alternative outcomes? What curricular issues are associated with transforming classroom talk? What other perspectives can assist in creating multiple access to science through redefining classroom discourse? Whether this volume improves readers' science teaching, assists their research, or helps them to better prepare tomorrow's science teachers, the goal is to engage them in considering the challenges faced by educators as they navigate the seas of reform and strive to improve science education for all.

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This book is designed to encourage discussion of issues surrounding the reform of classroom science discourse among teachers, teacher educators, and researchers. The contributors--some of the top educational researchers, linguists, and science educa

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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 344
• Erscheinungstermin: 17. September 2004
• Englisch
• Abmessung: 236mm x 156mm x 24mm
• Gewicht: 621g
• ISBN-13: 9780805844344
• ISBN-10: 0805844341
• Artikelnr.: 21270438

Autorenporträt

Randy K. Yerrick, Wolff-Michael Roth

Inhaltsangabe

Contents: R. Duschl
Foreword. R. Yerrick
W-M. Roth
Introduction: The Role of Language in Science Learning and Teaching. J.P. Gee
Language in the Science Classroom: Academic Social Languages as the Heart of School-Based Literacy. J.P. Gee
G.J. Kelly
W-M. Roth
R. Yerrick
METALOGUE: Situating Identity and Science Discourse. W-M. Roth
Telling in Purposeful Activity and the Emergence of Scientific Language. J.P. Gee
W-M. Roth
R. Yerrick
METALOGUE: Understanding
of Science and Teaching. G.J. Kelly
Discourse
Description
and Science Education. G.J. Kelly
W-M. Roth
R. Yerrick
METALOGUE: Contrasting Sociolinguistic and Normative Approaches to Redesigning School. G.M. Bowen
Essential Similarities and Differences Between Classroom and Scientific Communities. G.M. Bowen
W-M. Roth
R. Yerrick
METALOGUE: Authentic Science Education: Contradictions and Possibilities. M. Varelas
C.C. Pappas
A. Rife
Dialogic Inquiry in an Urban Second-Grade Classroom: How Intertextuality Shapes and Is Shaped by Social Interactions and Scientific Understandings. G.M. Bowen
M. Varelas
W-M. Roth
R. Yerrick
METALOGUE: Lifeworld Language
Scientific Literacy
and Intertextuality. C. Ballenger
Meaning and Context: Studying Words in Motion. C. Ballenger
R. Yerrick
W-M. Roth
METALOGUE: Balancing Our View of Science With Language Usage and Culture. K.M. Collins
A.S. Palincsar
S.J. Magnusson
Science for All: A Discursive Analysis Examining Teacher Support of Student Thinking in Inclusive Classrooms. M. Gallego
S.J. Magnusson
K.M. Collins
A.S. Palincsar
W-M. Roth
R. Yerrick
METALOGUE: A Question of Perspective in Supporting the Learning of Students With Special Needs in Inquiry-Based Science Instruction. R. Yerrick
Playing the Game of Science: Overcoming Obstacles in Re-Negotiating Science Classroom Discourse. C. Ballenger
J.P. Gee
R. Yerrick
W-M. Roth
METALOGUE: Emergent Nature of Classroom Talk and the Game of Science. K. Tobin
Teaching Science in Urban High Schools: When the Rubber Hits the Road. K. Tobin
R. Yerrick
W-M. Roth
METALOGUE: Expanding Agency and Changing Social Structures. M.A. Gallego
N.D. Finkelstein
When the Classroom Isn't in School: The Construction of Scientific Knowledge in an After-School Setting. M. Varelas
M.A. Gallego
R. Yerrick
W-M. Roth
METALOGUE: Scientific Versus Spontaneous Concepts at Work in Student Learning.