Meaning making in secondary science classrooms:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Maidenhead [u.a.]
Open Univ. Press
2003
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Hier auch später erschienene, unveränderte Nachdrucke |
| Beschreibung: | X, 141 S. graph. Darst. |
| ISBN: | 0335212077 0335212085 9780335212071 |
Internformat
MARC
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| 100 | 1 | |a Mortimer, Eduardo F. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Meaning making in secondary science classrooms |c Eduardo Mortimer and Phil Scott |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a Maidenhead [u.a.] |b Open Univ. Press |c 2003 | |
| 300 | |a X, 141 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
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| 700 | 1 | |a Scott, Phil |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804133152224968704 |
|---|---|
| adam_text | Contents
Foreword
ix
List of figures
xi
List of tables
xii
Preface
xiii
Acknowledgements
xiv
Doing and talking school science
1
The invisible nature of science classroom talk
2
Does science classroom talk matter?
3
Moving on: a post-constructivist paradigm
3
More talk please!
5
The focus of this book
5
Teaching science, learning science
8
What is involved in learning science?
9
A Vygotskion perspective: from social to individual
9
Meaning making: a dialogic process
10
Learning the social language of science
12
Why can learning school science be difficult?
14
Emotion and learning
Ί
6
Review: what is involved in learning science?
16
What is involved in teaching science?
17
Staging the teaching and learning performance
17
Introducing and developing the scientific story
18
Supporting student internalization
19
Handing over responsibility to the student
21
Teaching science:
a
multimodal
process
21
The speech genre of school science
22
Capturing and characterizing the talk of school science
24
The framework
25
Teaching purposes
25
Content of the classroom interactions
26
Communicative approach
27
v¡
CONTENTS
Patterns of discourse
Teacher interventions
Teaching purposes
Content of the classroom interactions
Everyday-scientific
Description-explanation-generalization
Descriptions
Explanations
Generalizations
Communicative approach
The dialogic-authoritative dimension
The interactive-non-interactive dimension
Four classes of communicative approach
Interactive/authoritative communicative approach
Interactive/dialogic communicative approach
Non-interactive/authoritative communicative
approach
Non-interactive/dialogic communicative approach
Summary: the four classes of communicative approach
Patterns of discourse
The I-R-E pattern
The I-R-F and I-R-F-R-F- patterns
Teacher interventions
The five aspects of the framework
From everyday to scientific ideas: a teaching and
learning performance
A teaching and learning performance
The context
The overall teaching approach
The teaching and learning episodes
The nails display
Episode
1.
What was it about those places that made the
nails go rusty?
Episode
2.
Have we actually repeated ourselves?
Episode
3.
What we ve done is
. . .
Episode
4.
Are there particular columns where you ve ticked
everything?
Episode
5.
People were talking about the cold
Episode
6.
Doesn t matter what you think
.. .
we re going to
set up an investigation
Episode
7.
What do the experiments tell us?
Episode 8(a). Is that telling us something important?
27
27
28
28
29
30
31
31
32
33
33
34
34
34
36
38
38
39
40
40
41
42
45
47
48
48
48
49
49
51
53
55
56
59
60
62
64
CONTENTS
vii
Episode 8(b).
Let s just think back again
64
Episode
9.
Iron railings next to the sea
65
The rhythm to the classroom discourse
66
The changing content of the classroom talk
67
A pattern of changes in the communicative approach
68
A fundamental rhythm
to developing the scientific story
69
Interactive/dialogic approach: explore
69
Interactive/authoritative approach: work on
70
Non-interactive/authoritative approach: review
71
Staging the scientific story: a teaching spiral
71
Struggling to come to terms with the scientific story
74
A teaching and learning performance
75
The context
75
The teaching approach
76
The teaching and learning episodes
77
Starting with the students
models
77
Episode
1.
Which one of these models, here, is the best?
79
Episode
2.
Air is all around, not only in the dots
80
Episode
3.
Let s imagine
о
flask full of marbles
81
Episode
4.
And what is this space? It s empty space!
83
The opening phase: the rhythm to the discourse
84
Episode
5.
What happened is the particles got bigger
85
Episode
6.
It s nothing to do with that! Forget the butane
bottle.
87
Episode
7.
The greater the energy, the faster the motion, and
that s it!
89
Episode
8.
I can do it
...
but it doesn t go inside my head!
92
Coming to terms with the scientific point of view
95
A series of barriers to learning
95
Barrier
1:
nature abhors a vacuum
95
Barrier
2:
a substantialist view of particles
95
Barrier
3:
leaving behind specific phenomena
96
Barrier
4:
leaving behind specific states of matter
96
The teaching approach: exposing everyday views
97
Students talking science and playing teacher
98
Looking back
.. .
looking forward
100
The analytical framework
1 00
The impact of content
101
How the different aspects fit together
102
From purposes to approach
103
viii CONTENTS
From approach to action
1 04
Fitting it all together
1 06
Planning and implementing science teaching
106
Planning the way in which the teacher interacts with students
107
Taking account of the content in planning
108
An approach to planning science teaching sequences
108
But does this lead to more effective teaching?
109
From theory to practice: teacher professional development
110
Back to the students
113
Developing an understanding of the scientific view
113
Learning science, learning the speech genre of school science
114
The emotional response of the students
116
Final words
117
Appendix: Further notes
119
Note
1 :
Vygotsky s general genetic law of cultural development
119
Note
2:
Sociocultural
perspective
120
Note
3:
Bakhtin s views on dialogue and dialogism
121
Note
4:
The concept of learning demand
123
Identifying learning demands
124
Note
5:
Conceptual profiles
125
Note
6:
Zone of proximal development (ZPD)
127
Note
7:
Bakhtin s notions of social language and speech genre
129
Note
8:
Communicative approach
1 30
Note
9:
Empirical and theoretical referents
1 31
Note
10:
Transcribing and translating oral discourse
1 32
References
135
Index
139
|
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| title | Meaning making in secondary science classrooms |
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