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Zusatztext "...a significant contribution to the debate about educational ends and means! not only in relation to science but to the curriculum more generally! as the principles based on Vygotskian sociocultural theory are not subject-specific....The authors are all renowned scholars in their fields and each makes a significant contribution to the whole....I welcome the various insightful explorations of what enables and constitutes educationally productive science talk."—Gordon WellsUniversity of California at Santa Cruz"This book makes an important statement and contribution....I applaud the editors for their efforts to design a book that respects postmodern critique of the unitary subject and which extends understanding of the construction of the subject and subject-object relations in and through discourse and language....The general questions raised in the book are the central vortex of questions pertinent to understanding and improving all subject matter education."—Lesley A. RexUniversity of Michigan Informationen zum Autor Randy K. Yerrick, Wolff-Michael Roth Klappentext 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 Zusammenfassung 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 Inhaltsverzeichnis Contents: R. Duschl, Foreword. R. Yerrick, W-M. Roth, Introduction: The Role of Language in Science Learning and Teaching. J.P. Gee, Language in the Science Classroom: Academic Social Languages as the Heart of School-Based Literacy. J.P. Gee, G.J. Kelly, W-M. Roth, R. Yerrick, METALOGUE: Situating Identity and Science Discourse. W-M. Roth, Telling in Purposeful Activity and the Emergence of Scientific Language. J.P. Gee, W-M. Roth, R. Yerrick, METALOGUE: Understanding, of Science and Teaching. G.J. Kelly, Discourse, Description, and Science Education. G.J. Kelly, W-M. Roth, R. Yerrick, METALOGUE: Contrasting Sociolinguistic and Normative Approaches to Redesigning School. G.M. Bowen, Essential Similarities and Differences Between Classroom and Scientific Communities. G.M. Bowen, W-M. Roth, R. Yerrick, METALOGUE: Authentic Science Education: Contradictions and Possibilities. M. Varelas, C.C. Pappas, A. Rife, Dialogic Inquiry in an Urban Second-Grade Classroom: How Intertextuality Shapes and Is Shaped by Social Interactions and Scientific Understandings. G.M. Bowen, M. Varelas, W-M. Roth, R. Yerrick, METALOGUE: Lifeworld Language, Scientific Literacy, and Intertextuality. C. Ballenger, Meaning and Context: Studying Words in Motion. C. Ballenger, R. Yerrick, W-M. Roth, METALOGUE: Balancing Our View of Science With Language Usage and Culture. K.M. Collins, A.S. Palincsar, S.J. Magnusson, Science for All: A Discursive Analysis Examining Teacher Support of Student Thinking in Inclusive Classrooms. M. Gallego, S.J. Magnusson, K.M. Collins, A.S. Palincsar, W-M. Roth, R. Yerrick, METALOGUE: A Question of Perspective in Supporting the Learning of Students With Special Needs in Inquiry-Based Science Instruction. R. Yerrick, Playing the Game of Science: Overcoming Obstacles in Re-Negotiating Science Classroom Discourse. C. Ballenger, J.P. Gee, R. Yerrick, W-M. Roth, METALOGUE: Emergent Nature of Classroom Talk and the Game of Science. K. Tobin, Teaching Science in Urban High Schools: When the Rubber Hits the Road. K. Tobin, R. Yerrick, W-M. Roth, METALOGUE: Expanding Agency and Changing Social Structures. M.A. Gallego, N.D. Finkelstei...
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
