Establishing Scientific Classroom Discourse Communities : Multiple Voices of Teaching and Learning Research

by Yerrick, Randy K.; Roth, Wolff-Michael

• ISBN13: 9781410611734
• ISBN10: 1410611736
• Copyright: 2004-11-16
• Publisher: LEA, Inc.

Summary

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

Table of Contents

Foreword

Introduction: The Role of Language in Science Learning and Teaching

Language in the Science Classroom: Academic Social Languages as the Heart of School-Based Literacy

Metalogue: Situating Identity and Science Discourse

Telling in Purposeful Activity and the Emergence of Scientific Language

Metalogue: Understanding, of Science and Teaching

Discourse, Description, and Science Education

Metalogue: Contrasting Sociolinguistic and Normative Approaches to Redesigning School

Essential Similarities and Differences Between Classroom and Scientific Communities

Metalogue: Authentic Science Education: Contradictions and Possibilities

Dialogic Inquiry in an Urban Second-Grade Classroom: How Intertextuality Shapes and Is Shaped by Social Interactions and Scientific Understandings

Metalogue: Lifeworld Language, Scientific Literacy, and Intertextuality

Meaning and Context: Studying Words in Motion

Metalogue: Balancing Our View of Science With Language Usage and Culture

Science for All: A Discursive Analysis Examining Teacher Support of Student Thinking in Inclusive Classrooms

Metalogue: A Question of Perspective in Supporting the Learning of Students With Special Needs in Inquiry-Based Science Instruction

Playing the Game of Science: Overcoming Obstacles in Re-Negotiating Science Classroom Discourse

Metalogue: Emergent Nature of Classroom Talk and the Game of Science

Teaching Science in Urban High Schools: When the Rubber Hits the Road

Metalogue: Expanding Agency and Changing Social Structures

When the Classroom Isn't in School: The Construction of Scientific Knowledge in an After-School Setting

Metalogue: Scientific Versus Spontaneous Concepts at Work in Student Learning

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