Meaning Making in Secondary Science ClassroomsaaMcGraw-Hill Education (UK), 16 ก.ย. 2003 - 160 หน้า This book focuses on the talk of science classrooms and in particular on the ways in which the different kinds of interactions between teachers and students contribute to meaning making and learning. Central to the text is a new analytical framework for characterising the key features of the talk of school science classrooms. This framework is based on sociocultural principles and links the work of theorists such as Vygotsky and Bakhtin to the day-to-day interactions of contemporary science classrooms. *presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms *provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK. *demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers. *offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk. *expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts. This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research. |
เนื้อหา
| 1 | |
Chapter 2 Teaching science learning science | 8 |
Chapter 3 Capturing and characterizing the talk of school science | 24 |
a teaching and learning performance | 47 |
Chapter 5 Struggling to come to terms with the scientific story | 74 |
Chapter 6 Looking back looking forward | 100 |
Further notes | 119 |
References | 135 |
Index | 139 |
Back cover | 142 |
ฉบับอื่นๆ - ดูทั้งหมด
Meaning Making In Secondary Science Classroomsaa Mortimer, Eduardo,Scott, Philip ชมบางส่วนของหนังสือ - 2003 |
Meaning Making in Secondary Science Classrooms Eduardo Fleury Mortimer,Philip Scott,Phil Scott มุมมองอย่างย่อ - 2003 |
คำและวลีที่พบบ่อย
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หน้า 127 - Vygotsky termed this difference between the two levels the zone of proximal development, which he defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
หน้า 119 - Wertsch (1985, 1991) called the "general genetic law of cultural development": Any function in the child's cultural development appears twice, or on two planes. First it appears on the social plane, and then on the psychological plane. First it appears between people as an interpsychological category, and then within the child as an intrapsychological category. This is equally true with regard to voluntary attention, logical memory, the formation of concepts, and the development of volition. We may...
หน้า 123 - Therefore authoritative discourse permits no play with the context framing it, no play with its borders, no gradual and flexible transitions, no spontaneously creative stylizing variants on it.
หน้า 123 - It enters our verbal consciousness as a compact and indivisible mass; one must either totally affirm it or totally reject it. It is indissolubly fused with its authority — with political power, an institution, a person — and it stands and falls together with that authority.
หน้า 22 - Each separate utterance is individual, of course, but each sphere in which language is used develops its own relatively stable types of these utterances. These we may call speech genres.
หน้า 122 - Everything means, is understood, as a part of a greater whole — there is a constant interaction between meanings, all of which have the potential of conditioning others.
หน้า 127 - Sense is dynamic, fluid, and complex formation which has several zones that vary in their stability Meaning is only one of these zones of the sense that the word acquires in the context of speech. It is the most stable, unified, and precise of these zones. In different contexts, a word's sense changes. In contrast, meaning is a comparatively fixed and stable point, one that remains constant with all the changes of the word's sense that are associated with its use in various contexts.
หน้า 121 - Utterances are not indifferent to one another, and are not self-sufficient; they are aware of and mutually reflect one another.
หน้า 12 - To understand another person's utterance means to orient oneself with respect to it, to find the proper place for it in the corresponding context. For each word of the utterance that we are in process of understanding, we, as it were, lay down a set of our own answering words. The greater their number and weight, the deeper and more substantial our understanding will be.
หน้า 127 - A word's sense is the aggregate of all the psychological facts that arise in our consciousness as a result of the word. Sense is a dynamic, fluid, and complex formation which has several zones that vary in their stability. Meaning is only one of these zones of the sense that the word acquires in the context of speech.