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

By:

Polias, John [author.]

Material type: Text

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

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Previous	507.1 HOD Looking to the future : building a curriculum for social activism /	507.1 IDE Identity construction and science education research : learning, teaching, and being in multiple contexts /	507.1 LLE Differentiated science inquiry /	507.1 POL Apprenticing students into science : doing, talking & writing scientifically /	507.1 ROU The RoutledgeFalmer reader in science education /	507.1 SCI Science, learning, identity : sociocultural and cultural-historical perspectives /	507.104 SCI Science education research and practice in Europe : retrospective and prospective /	Next

Statement of responsibility from front cover.

Includes bibliographical references and index.

"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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