Investigating participant structures in the context of science instruction /:
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
[Place of publication not identified] :
Routledge,
[2004]
|
| Schriftenreihe: | Cognition and Instruction ;
Volume 22, no. 4. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. |
| Beschreibung: | 1 online resource (111 pages) |
| Bibliographie: | Includes bibliographical references at the end of each chapters. |
| ISBN: | 9781135479220 1135479224 9781315045986 1315045982 1138460257 9781138460256 |
| ISSN: | 0737-0008 ; |
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| 490 | 1 | |a Cognition and Instruction, |x 0737-0008 ; |v Volume 22, Number 4 | |
| 504 | |a Includes bibliographical references at the end of each chapters. | ||
| 588 | 0 | |a Online resource; title from PDF title page (ebrary, viewed July 26, 2014). | |
| 505 | 0 | |a Cover; References; Introduction to Special Issue: Investigating Participant Structures in the Context of Science Instruction; Understanding the "What," "Why," and "How" of Cultural Tools; Authoritative and Persuasive Nature of Science Learning; Nurturing a Balance between Authoritative and Persuasive Discourse; Participant Structures and the Balancing of Authoritative and Persuasive Discourse; This Study; Background and Prior Findings; Setting and Rationale; Three Participant Structures that Support Student-Directed Inquiry; Method; Findings. | |
| 505 | 8 | |a Episode 1: Nascent Use of Structure-Function ReasoningEpisode 2: Partnered Use of Structure-Function Reasoning; Episode 3: Mastery of Structure-Function Reasoning; Discussion; Mastering Cultural Tools Through Teacher-Student Partnership; Appropriating Cultural Tools Through Teacher-Student Partnership; Access and Appropriation as Identity Formation; Mastery and Appropriation Through an Ensemble of Participant Structures; Conclusion and Implications; Acknowledgments; References; The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding. | |
| 505 | 8 | |a Unpacking Dialogic Activity Structures at Two Time Scales: Verbal Exchanges And Project UnitsSetting, Data Sources, and Methods; Science Project Unit Activity Structure; Verbal Exchange Activity Structures for Project-Based Learning Environments; Incidence of Verbal Exchange Activity Structures Across Projects; Case Study of Students Utilizing Dialogic Activity Structures for a Science Project; Summary of Project Action; Focusing in on a Specific Issue; Locating and Using Appropriate Empirical Data to Research a Question; Using Empirical Data as Evidence to Support Claims. | |
| 505 | 8 | |a Using Inscriptions as Compact Forms of DataRealization of the Project Unit Activity Structure; Functions of Dialogic Activity Structures for Projects; Conclusion and Implications; References; Dialogic Activity Structures for Project-Based Learning Environments; Methods and Data Sources; Paths Project; Cultural Tools in Paths; Participants; Teacher's Role in the Classroom; Problematizing Content; Giving Students Authority; Holding Students Accountable to Others and Disciplinary Norms; Providing Relevant Resources; Findings; Ownership of Ideas; Partisanship; Persuasive Discourse. | |
| 505 | 8 | |a What Did They Learn?Was the Classroom Equitable?; Discussion; Conclusion; Acknowledgments; References; Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts. | |
| 520 | |a First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. | ||
| 546 | |a English. | ||
| 650 | 0 | |a Cognition in children. |0 http://id.loc.gov/authorities/subjects/sh85027749 | |
| 650 | 0 | |a Learning. |0 http://id.loc.gov/authorities/subjects/sh85075520 | |
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| contents | Cover; References; Introduction to Special Issue: Investigating Participant Structures in the Context of Science Instruction; Understanding the "What," "Why," and "How" of Cultural Tools; Authoritative and Persuasive Nature of Science Learning; Nurturing a Balance between Authoritative and Persuasive Discourse; Participant Structures and the Balancing of Authoritative and Persuasive Discourse; This Study; Background and Prior Findings; Setting and Rationale; Three Participant Structures that Support Student-Directed Inquiry; Method; Findings. Episode 1: Nascent Use of Structure-Function ReasoningEpisode 2: Partnered Use of Structure-Function Reasoning; Episode 3: Mastery of Structure-Function Reasoning; Discussion; Mastering Cultural Tools Through Teacher-Student Partnership; Appropriating Cultural Tools Through Teacher-Student Partnership; Access and Appropriation as Identity Formation; Mastery and Appropriation Through an Ensemble of Participant Structures; Conclusion and Implications; Acknowledgments; References; The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding. Unpacking Dialogic Activity Structures at Two Time Scales: Verbal Exchanges And Project UnitsSetting, Data Sources, and Methods; Science Project Unit Activity Structure; Verbal Exchange Activity Structures for Project-Based Learning Environments; Incidence of Verbal Exchange Activity Structures Across Projects; Case Study of Students Utilizing Dialogic Activity Structures for a Science Project; Summary of Project Action; Focusing in on a Specific Issue; Locating and Using Appropriate Empirical Data to Research a Question; Using Empirical Data as Evidence to Support Claims. Using Inscriptions as Compact Forms of DataRealization of the Project Unit Activity Structure; Functions of Dialogic Activity Structures for Projects; Conclusion and Implications; References; Dialogic Activity Structures for Project-Based Learning Environments; Methods and Data Sources; Paths Project; Cultural Tools in Paths; Participants; Teacher's Role in the Classroom; Problematizing Content; Giving Students Authority; Holding Students Accountable to Others and Disciplinary Norms; Providing Relevant Resources; Findings; Ownership of Ideas; Partisanship; Persuasive Discourse. What Did They Learn?Was the Classroom Equitable?; Discussion; Conclusion; Acknowledgments; References; Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts. |
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| dewey-raw | 155.413 |
| dewey-search | 155.413 |
| dewey-sort | 3155.413 |
| dewey-tens | 150 - Psychology |
| discipline | Psychologie |
| format | Electronic eBook |
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| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:10Z |
| institution | BVB |
| isbn | 9781135479220 1135479224 9781315045986 1315045982 1138460257 9781138460256 |
| issn | 0737-0008 ; |
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| series | Cognition and Instruction ; |
| series2 | Cognition and Instruction, |
| spelling | Investigating participant structures in the context of science instruction / Richard Lehrer [and three others]. [Place of publication not identified] : Routledge, [2004] ©2004 1 online resource (111 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Cognition and Instruction, 0737-0008 ; Volume 22, Number 4 Includes bibliographical references at the end of each chapters. Online resource; title from PDF title page (ebrary, viewed July 26, 2014). Cover; References; Introduction to Special Issue: Investigating Participant Structures in the Context of Science Instruction; Understanding the "What," "Why," and "How" of Cultural Tools; Authoritative and Persuasive Nature of Science Learning; Nurturing a Balance between Authoritative and Persuasive Discourse; Participant Structures and the Balancing of Authoritative and Persuasive Discourse; This Study; Background and Prior Findings; Setting and Rationale; Three Participant Structures that Support Student-Directed Inquiry; Method; Findings. Episode 1: Nascent Use of Structure-Function ReasoningEpisode 2: Partnered Use of Structure-Function Reasoning; Episode 3: Mastery of Structure-Function Reasoning; Discussion; Mastering Cultural Tools Through Teacher-Student Partnership; Appropriating Cultural Tools Through Teacher-Student Partnership; Access and Appropriation as Identity Formation; Mastery and Appropriation Through an Ensemble of Participant Structures; Conclusion and Implications; Acknowledgments; References; The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding. Unpacking Dialogic Activity Structures at Two Time Scales: Verbal Exchanges And Project UnitsSetting, Data Sources, and Methods; Science Project Unit Activity Structure; Verbal Exchange Activity Structures for Project-Based Learning Environments; Incidence of Verbal Exchange Activity Structures Across Projects; Case Study of Students Utilizing Dialogic Activity Structures for a Science Project; Summary of Project Action; Focusing in on a Specific Issue; Locating and Using Appropriate Empirical Data to Research a Question; Using Empirical Data as Evidence to Support Claims. Using Inscriptions as Compact Forms of DataRealization of the Project Unit Activity Structure; Functions of Dialogic Activity Structures for Projects; Conclusion and Implications; References; Dialogic Activity Structures for Project-Based Learning Environments; Methods and Data Sources; Paths Project; Cultural Tools in Paths; Participants; Teacher's Role in the Classroom; Problematizing Content; Giving Students Authority; Holding Students Accountable to Others and Disciplinary Norms; Providing Relevant Resources; Findings; Ownership of Ideas; Partisanship; Persuasive Discourse. What Did They Learn?Was the Classroom Equitable?; Discussion; Conclusion; Acknowledgments; References; Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts. First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. English. Cognition in children. http://id.loc.gov/authorities/subjects/sh85027749 Learning. http://id.loc.gov/authorities/subjects/sh85075520 Learning https://id.nlm.nih.gov/mesh/D007858 Cognition chez l'enfant. Apprentissage. FAMILY & RELATIONSHIPS Life Stages General. bisacsh PSYCHOLOGY Developmental General. bisacsh PSYCHOLOGY Developmental Lifespan Development. bisacsh PSYCHOLOGY General. bisacsh Cognition in children fast Learning fast Lehrer, Richard, editor. has work: Investigating participant structures in the context of science instruction (Text) https://id.oclc.org/worldcat/entity/E39PCGBjxDv9vJFPH3F9DpcDxC https://id.oclc.org/worldcat/ontology/hasWork Print version: Lehrer, Richard. Investigating Participant Structures in the Context of Science Instruction : A Special Issue of Cognition and Instruction. Hoboken : Taylor and Francis, ©2014 9780805895155 Cognition and Instruction ; Volume 22, no. 4. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=814660 Volltext |
| spellingShingle | Investigating participant structures in the context of science instruction / Cognition and Instruction ; Cover; References; Introduction to Special Issue: Investigating Participant Structures in the Context of Science Instruction; Understanding the "What," "Why," and "How" of Cultural Tools; Authoritative and Persuasive Nature of Science Learning; Nurturing a Balance between Authoritative and Persuasive Discourse; Participant Structures and the Balancing of Authoritative and Persuasive Discourse; This Study; Background and Prior Findings; Setting and Rationale; Three Participant Structures that Support Student-Directed Inquiry; Method; Findings. Episode 1: Nascent Use of Structure-Function ReasoningEpisode 2: Partnered Use of Structure-Function Reasoning; Episode 3: Mastery of Structure-Function Reasoning; Discussion; Mastering Cultural Tools Through Teacher-Student Partnership; Appropriating Cultural Tools Through Teacher-Student Partnership; Access and Appropriation as Identity Formation; Mastery and Appropriation Through an Ensemble of Participant Structures; Conclusion and Implications; Acknowledgments; References; The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding. Unpacking Dialogic Activity Structures at Two Time Scales: Verbal Exchanges And Project UnitsSetting, Data Sources, and Methods; Science Project Unit Activity Structure; Verbal Exchange Activity Structures for Project-Based Learning Environments; Incidence of Verbal Exchange Activity Structures Across Projects; Case Study of Students Utilizing Dialogic Activity Structures for a Science Project; Summary of Project Action; Focusing in on a Specific Issue; Locating and Using Appropriate Empirical Data to Research a Question; Using Empirical Data as Evidence to Support Claims. Using Inscriptions as Compact Forms of DataRealization of the Project Unit Activity Structure; Functions of Dialogic Activity Structures for Projects; Conclusion and Implications; References; Dialogic Activity Structures for Project-Based Learning Environments; Methods and Data Sources; Paths Project; Cultural Tools in Paths; Participants; Teacher's Role in the Classroom; Problematizing Content; Giving Students Authority; Holding Students Accountable to Others and Disciplinary Norms; Providing Relevant Resources; Findings; Ownership of Ideas; Partisanship; Persuasive Discourse. What Did They Learn?Was the Classroom Equitable?; Discussion; Conclusion; Acknowledgments; References; Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts. Cognition in children. http://id.loc.gov/authorities/subjects/sh85027749 Learning. http://id.loc.gov/authorities/subjects/sh85075520 Learning https://id.nlm.nih.gov/mesh/D007858 Cognition chez l'enfant. Apprentissage. FAMILY & RELATIONSHIPS Life Stages General. bisacsh PSYCHOLOGY Developmental General. bisacsh PSYCHOLOGY Developmental Lifespan Development. bisacsh PSYCHOLOGY General. bisacsh Cognition in children fast Learning fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85027749 http://id.loc.gov/authorities/subjects/sh85075520 https://id.nlm.nih.gov/mesh/D007858 |
| title | Investigating participant structures in the context of science instruction / |
| title_auth | Investigating participant structures in the context of science instruction / |
| title_exact_search | Investigating participant structures in the context of science instruction / |
| title_full | Investigating participant structures in the context of science instruction / Richard Lehrer [and three others]. |
| title_fullStr | Investigating participant structures in the context of science instruction / Richard Lehrer [and three others]. |
| title_full_unstemmed | Investigating participant structures in the context of science instruction / Richard Lehrer [and three others]. |
| title_short | Investigating participant structures in the context of science instruction / |
| title_sort | investigating participant structures in the context of science instruction |
| topic | Cognition in children. http://id.loc.gov/authorities/subjects/sh85027749 Learning. http://id.loc.gov/authorities/subjects/sh85075520 Learning https://id.nlm.nih.gov/mesh/D007858 Cognition chez l'enfant. Apprentissage. FAMILY & RELATIONSHIPS Life Stages General. bisacsh PSYCHOLOGY Developmental General. bisacsh PSYCHOLOGY Developmental Lifespan Development. bisacsh PSYCHOLOGY General. bisacsh Cognition in children fast Learning fast |
| topic_facet | Cognition in children. Learning. Learning Cognition chez l'enfant. Apprentissage. FAMILY & RELATIONSHIPS Life Stages General. PSYCHOLOGY Developmental General. PSYCHOLOGY Developmental Lifespan Development. PSYCHOLOGY General. Cognition in children |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=814660 |
| work_keys_str_mv | AT lehrerrichard investigatingparticipantstructuresinthecontextofscienceinstruction |