Discourse strategies for science teaching and learning : research and practice
Author(s)
Bibliographic Information
Discourse strategies for science teaching and learning : research and practice
(Teaching and learning in science series / Norman G. Lederman, series editor)
Routledge, 2021
- : pbk
Available at 1 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. [179]-188) and index
Description and Table of Contents
Description
This engaging and practical volume looks at discourse strategies and how they can be used to facilitate and enhance science teaching and learning within the classroom context, offering a synthesis of research on classroom discourse in science education as well as practical discourse strategies that can be applied to the classroom.
Focusing on the connection between research and practice, this comprehensive guide unpacks and illustrates key concepts on the role of discourse in students' thinking and learning based on empirical analysis of real conversations in a number of science classrooms. Using real-life classroom examples to extend the scope of research into science classroom discourse begun during the 1990s, Kok-Sing Tang offers original discourse strategies as explicit methods of using discourse to engage in meaning-making and work towards a specific instructional goal. This volume covers new and informative topics including how to use discourse to:
Establish classroom activity and interaction
Build and assess scientific content knowledge
Organize and evaluate scientific narrative
Enact scientific practices
Coordinate the use of multimodal representations
Building on more than ten years of research on classroom discourse, Discourse Strategies for Science Teaching and Learning is an ideal text for science teacher educators, pre-service science teachers, scholars, and researchers.
Table of Contents
1. Introduction to Classroom Discourse 2. Theories of Classroom Discourse 3. Using Discourse To: Establish Classroom Activity and Interaction 4. Using Discourse To: Build and Assess Scientific Content Knowledge 5. Using Discourse To: Organize and Evaluate the Scientific Narrative 6. Using Discourse To: Enact Scientific Practices 7. Using Discourse To: Coordinate Multimodal Translation of Representations 8. Using Discourse To: Coordinate Multimodal Integration of Representations 9. Conclusion
by "Nielsen BookData"