Meaning Making in Secondary Science Classroomsaa

˹
McGraw-Hill Education (UK), 1 .. 2003 - 157 ˹
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.
 

Դ繨ҡ - ¹Ԩó

辺Ԩó 觢ŷ

Chapter 1 Doing and talking school science
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
ԢԷ

Ѻ - ٷ

շ辺

óҹء