Teaching Science
Knowledge, Language, Pedagogy
Herausgeber: Maton, Karl; Doran, Y J; Martin, J R
Teaching Science
Knowledge, Language, Pedagogy
Herausgeber: Maton, Karl; Doran, Y J; Martin, J R
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- Produkterinnerung
Teaching Science offers major leaps forward in understanding knowledge, language and pedagogy that will shape the research agenda far beyond science education.
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Teaching Science offers major leaps forward in understanding knowledge, language and pedagogy that will shape the research agenda far beyond science education.
Produktdetails
- Produktdetails
- Verlag: Jenny Stanford Publishing
- Seitenzahl: 308
- Erscheinungstermin: 26. April 2021
- Englisch
- Abmessung: 234mm x 156mm x 19mm
- Gewicht: 612g
- ISBN-13: 9780815355762
- ISBN-10: 0815355769
- Artikelnr.: 69985974
- Verlag: Jenny Stanford Publishing
- Seitenzahl: 308
- Erscheinungstermin: 26. April 2021
- Englisch
- Abmessung: 234mm x 156mm x 19mm
- Gewicht: 612g
- ISBN-13: 9780815355762
- ISBN-10: 0815355769
- Artikelnr.: 69985974
Karl Maton is the creator and architect of Legitimation Code Theory. J. R. Martin is a world-leading authority in Systemic Functional Linguistics. Y. J. Doran is a leading young scholar combining both frameworks in research. All three are members of the LCT Centre for Knowledge-Building.
Chapter 1. The teaching of science: New insights into knowledge, language
and pedagogy. Part I - Knowledge-Building in Science Education. Chapter 2.
Targeting science: Successfully integrating mathematics into science
teaching. Chapter 3. Constellating science: How relations among ideas help
build knowledge. Chapter 4. Animating science: Activating the affordances
of multimedia in teaching. Part II - Language in Science Education. Chapter
5. Field relations: Understanding scientific explanations. Chapter 6.
Building taxonomies: A discourse semantic model of entities and dimensions
in biology. Chapter 7. Multimodal knowledge: Using language, mathematics
and images in physics. Part III - Pedagogy in Science Education. Chapter 8.
Widening access to science: Developing both knowledge and knowers. Chapter
9. The relationship between specialized disciplinary knowledge and its
application in the world: A case study in engineering design. Chapter 10.
Grounded learning: Telling and showing in the language and paralanguage of
a science lecture. Chapter 11. Doing maths: (De)constructing procedures for
maths processes.
and pedagogy. Part I - Knowledge-Building in Science Education. Chapter 2.
Targeting science: Successfully integrating mathematics into science
teaching. Chapter 3. Constellating science: How relations among ideas help
build knowledge. Chapter 4. Animating science: Activating the affordances
of multimedia in teaching. Part II - Language in Science Education. Chapter
5. Field relations: Understanding scientific explanations. Chapter 6.
Building taxonomies: A discourse semantic model of entities and dimensions
in biology. Chapter 7. Multimodal knowledge: Using language, mathematics
and images in physics. Part III - Pedagogy in Science Education. Chapter 8.
Widening access to science: Developing both knowledge and knowers. Chapter
9. The relationship between specialized disciplinary knowledge and its
application in the world: A case study in engineering design. Chapter 10.
Grounded learning: Telling and showing in the language and paralanguage of
a science lecture. Chapter 11. Doing maths: (De)constructing procedures for
maths processes.
Chapter 1. The teaching of science: New insights into knowledge, language
and pedagogy. Part I - Knowledge-Building in Science Education. Chapter 2.
Targeting science: Successfully integrating mathematics into science
teaching. Chapter 3. Constellating science: How relations among ideas help
build knowledge. Chapter 4. Animating science: Activating the affordances
of multimedia in teaching. Part II - Language in Science Education. Chapter
5. Field relations: Understanding scientific explanations. Chapter 6.
Building taxonomies: A discourse semantic model of entities and dimensions
in biology. Chapter 7. Multimodal knowledge: Using language, mathematics
and images in physics. Part III - Pedagogy in Science Education. Chapter 8.
Widening access to science: Developing both knowledge and knowers. Chapter
9. The relationship between specialized disciplinary knowledge and its
application in the world: A case study in engineering design. Chapter 10.
Grounded learning: Telling and showing in the language and paralanguage of
a science lecture. Chapter 11. Doing maths: (De)constructing procedures for
maths processes.
and pedagogy. Part I - Knowledge-Building in Science Education. Chapter 2.
Targeting science: Successfully integrating mathematics into science
teaching. Chapter 3. Constellating science: How relations among ideas help
build knowledge. Chapter 4. Animating science: Activating the affordances
of multimedia in teaching. Part II - Language in Science Education. Chapter
5. Field relations: Understanding scientific explanations. Chapter 6.
Building taxonomies: A discourse semantic model of entities and dimensions
in biology. Chapter 7. Multimodal knowledge: Using language, mathematics
and images in physics. Part III - Pedagogy in Science Education. Chapter 8.
Widening access to science: Developing both knowledge and knowers. Chapter
9. The relationship between specialized disciplinary knowledge and its
application in the world: A case study in engineering design. Chapter 10.
Grounded learning: Telling and showing in the language and paralanguage of
a science lecture. Chapter 11. Doing maths: (De)constructing procedures for
maths processes.