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Apprenticing students into science : doing, talking & writing scientifically / John Polias.

By: Material type: TextTextPublisher: Melbourne, Australia : Lexis Education, [2016]Copyright date: ©2016Description: 173 pages : illustrations, photographs ; 26 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0646952609
  • 9780646952604
Other title:
  • Apprenticing students into science : doing, talking and writing scientifically
  • Doing, talking and writing scientifically
Subject(s): DDC classification:
  • 507.1 23
LOC classification:
  • Q181 .P467 2016
Contents:
Introduction -- Generic activities in school science -- Sample texts in school science -- Macrogenres -- Multiple ways of making meaning -- Consolidating scientific behaviour -- A model of language for educators -- Scaffolding in the science classroom -- Cycles of teaching and learning -- Language resources for 'doing' science.
Summary: "This is a book for teachers of school science who wish to maximise the learning in their classrooms. It is equally valuable for anyone interested in understanding how the discipline of science goes about doing what it does linguistically. The book's aim is to show how the teaching of science can be improved through an understanding of the patterns in its knowledge and patterns in its language. It makes explicit the implicit patterns for both science teachers and students. By having a pedagogy that is based on denaturalising the naturalised patterns of meaning-making in science, students are not only successful within a lesson and across many lessons but, critically, are scaffolded into a deeper understanding of scientific knowledge." --Back cover.
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Holdings
Item type Current library Call number Copy number Status Date due Barcode
Book North Campus North Campus Main Collection 507.1 POL (Browse shelf(Opens below)) 1 Available A554998B

Statement of responsibility from front cover.

Includes bibliographical references and index.

Introduction -- Generic activities in school science -- Sample texts in school science -- Macrogenres -- Multiple ways of making meaning -- Consolidating scientific behaviour -- A model of language for educators -- Scaffolding in the science classroom -- Cycles of teaching and learning -- Language resources for 'doing' science.

"This is a book for teachers of school science who wish to maximise the learning in their classrooms. It is equally valuable for anyone interested in understanding how the discipline of science goes about doing what it does linguistically. The book's aim is to show how the teaching of science can be improved through an understanding of the patterns in its knowledge and patterns in its language. It makes explicit the implicit patterns for both science teachers and students. By having a pedagogy that is based on denaturalising the naturalised patterns of meaning-making in science, students are not only successful within a lesson and across many lessons but, critically, are scaffolded into a deeper understanding of scientific knowledge." --Back cover.

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