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9781410611734

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

by ;
  • ISBN13:

    9781410611734

  • ISBN10:

    1410611736

  • Copyright: 2004-11-16
  • Publisher: LEA, Inc.

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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
Table of Contents provided by Publisher. All Rights Reserved.

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