Meaning Making In Secondary Science Classroomsaa
1st Edition
Published on 1. September 2003
157 pages
978-0-335-22654-2 (ISBN)
Description
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.
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Eduardo Mortimer | Philip Scott
Meaning Making in Secondary Science Classrooms
Book
09/2003
Open University Press
€37.00
Shipment within 15-20 days
Content
- Front Cover
- Half title
- Title
- Copyright
- Contents
- Foreword
- List of figures
- List of tables
- Preface
- Acknowledgements
- Chapter 1 Doing and talking school science
- The 'invisible' nature of science classroom talk
- Does science classroom talk matter?
- Moving on: a post-constructivist paradigm
- More talk please!
- The focus of this book
- Chapter 2 Teaching science, learning science
- What is involved in learning science?
- A Vygotskian perspective: from social to individual
- Meaning making: a dialogic process
- Learning the social language of science
- Why can learning school science be difficult?
- Emotion and learning
- Review: what is involved in learning science?
- What is involved in teaching science?
- Staging the teaching and learning performance
- Introducing and developing the scienti.c 'story'
- Supporting student internalization
- Handing over responsibility to the student
- Teaching science: a multimodal process
- The speech genre of school science
- Chapter 3 Capturing and characterizing the talk of school science
- The framework
- Teaching purposes
- Content of the classroom interactions
- Communicative approach
- Patterns of discourse
- Teacher interventions
- Teaching purposes
- Content of the classroom interactions
- Everyday-scientific
- Description-explanation-generalization
- Descriptions
- Explanations
- Generalizations
- Communicative approach
- Interactive/authoritative communicative approach
- Interactive/dialogic communicative approach
- Non-interactive/authoritative communicative approach
- Non-interactive/dialogic communicative approach
- The dialogic-authoritative dimension
- The interactive-non-interactive dimension
- Four classes of 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
- Chapter 4 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
- 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?
- Episode 8(b). Let's just think back again
- Episode 9. Iron railings next to the sea
- The rhythm to the classroom discourse
- The changing content of the classroom talk
- A pattern of changes in the communicative approach
- A fundamental 'rhythm' to developing the scienti.c story
- Interactive/dialogic approach: 'explore'
- Interactive/authoritative approach: 'work on'
- Non-interactive/authoritative approach: 'review'
- Staging the scienti.c story: a teaching 'spiral'
- Chapter 5 Struggling to come to terms with the scientific story
- A teaching and learning performance
- The context
- The teaching approach
- The teaching and learning episodes
- Starting with the students' 'models'
- Episode 1. Which one of these models, here, is the best?
- Episode 2. Air is all around, not only in the dots
- Episode 3. Let's imagine a .ask full of marbles
- Episode 4. And what is this space? It's empty space!
- The opening phase: the rhythm to the discourse
- Episode 5. What happened is the particles got bigger
- Episode 6. It's nothing to do with that! Forget the butane bottle!
- Episode 7. The greater the energy, the faster the motion, and that's it!
- Episode 8. I can do it . . . but it doesn't go inside my head!
- Coming to terms with the scientific point of view
- A series of barriers to learning
- Barrier 1: 'nature abhors a vacuum'
- Barrier 2: 'a substantialist view of particles'
- Barrier 3: 'leaving behind speci.c phenomena'
- Barrier 4: 'leaving behind speci.c states of matter'
- The teaching approach: exposing everyday views
- Students 'talking science' and 'playing teacher'
- Chapter 6 Looking back . . . looking forward
- The analytical framework
- The impact of content
- How the different aspects fit together
- From purposes to approach
- From approach to action
- Fitting it all together
- Planning and implementing science teaching
- Planning the way in which the teacher interacts with students
- Taking account of the content in planning
- An approach to planning science teaching sequences
- But does this lead to more effective teaching?
- From theory to practice: teacher professional development
- Back to the students
- Developing an understanding of the scienti.c view
- Learning science, learning the speech genre of school science
- The emotional response of the students
- Final words
- Appendix: Further notes
- Note 1: Vygotsky's general genetic law of cultural development
- Note 2: Sociocultural perspective
- Note 3: Bakhtin's views on dialogue and dialogism
- Note 4: The concept of learning demand
- Note 5: Conceptual profiles
- Note 6: Zone of proximal development (ZPD)
- Note 7: Bakhtin's notions of social language and speech genre
- Note 8: Communicative approach
- Note 9: Empirical and theoretical referents
- Note 10: Transcribing and translating oral discourse
- References
- Index
- Back cover
