This is a book about communication, scientific, and technical education. Chapters 1 and 2 introduce the specific themes and methods of the book.
Author: Jay L. Lemke
Category: Language Arts & Disciplines
"Talking Science" does not mean simply talking about science; it means doing science through the medium of language. This is a book about communication, scientific, and technical education. Chapters 1 and 2 introduce the specific themes and methods of the book. Each analyzes a brief classroom episode, looking from two different points of view at how teachers and students talk science. Chapter 3 is about the unwritten rules of the classroom: the social situations that occur in classrooms and teachers' and students' strategies for attempting to control each other's behavior and the course of classroom events. Chapter 4 describes how the semantic resources of language are used in talking science. Chapter 5 ties the language of the classroom to larger social issues of attitudes, interests, and values. Chapter 6 is a brief discussion of the similarities and differences to be expected when applying the arguments of this book to subjects other than science. Chapter 7 summarizes many of the arguments made throughout the book by providing a list of practical recommendations for changing the methods of teaching. An overview of social semiotics is given in chapter 8. Appendixes include five transcripts of lesson episodes as well as summaries of teacher and student strategies of control, thematic development strategies, and methods used in science classroom research studies. (Contains over 100 references.) (PR)
Their language is no longer a tool to articulate the salient aspects of laboratory
work, but is about the entities that are of interest from the perspective of their scientific community. It is a way-of talking that has family resemblance with the ...
Author: Wolff-Michael Roth
Publisher: Rowman & Littlefield Publishers
This book is about the fundamental nature of talk in school science. Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. While writing science is one aspect of language in science, talking science may in fact constitute a much more important means by which we navigate and know the world-the very medium through which we do science.
He is currently Professor of the History of Science at the Massachusetts Institute
of Technology. His research focuses on the history ofscience in Russia and the
Soviet Union in the nineteenth and twentieth centuries, as well as contemporary ...
Author: Adam Hart-Davis
Publisher: John Wiley & Sons
Adam Hart Davis has interviewed some of the most influential scientists and thinkers of our time. In this fascinating insight into modern science he presents the stories behind the science, the difficulties behind the discoveries and the future of the findings, as explained by the people themselves. Adam Hart Davis talks with: Jocelyn Bell Burnell (Bath, UK) Sir Michael Berry (Bristol, UK) Colleen Cavanaugh (Harvard, US) Richard Dawkins (Oxford, UK) . Loren Graham (MIT, US) Richard Gregory (Bristol, UK) Eric Lander (MIT, US) Lord May of Oxford (UK) John Maynard Smith (Sussex, UK) Rosalind Picard (MIT, US) Peter Raven (St Louis, US) Sir Martin Rees (Cambridge, UK) Eugenie Scott (Oakland, US) Lewis Wolpert (UCL, UK)
Author: Katherine Richardson BrunaPublish On: 2009-06-02
Building on a growing interest in the ways in which language and literacy practices interact with science teaching and learning to facilitate or obstruct successful student outcomes, this book contributes to scholarship on the role of ...
Author: Katherine Richardson Bruna
How does language comprise the implicit or explicit curriculum of teaching and learning in multicultural science settings? Building on a growing interest in the ways in which language and literacy practices interact with science teaching and learning to facilitate or obstruct successful student outcomes, this book contributes to scholarship on the role of language in developing classroom scientific communities of practice, expands that work by highlighting the challenges faced specifically by ethnic- and linguistic-"minority" students and their teachers in joining those communities, and showcases exemplary teaching and research initiatives for helping to meet these challenges. Offering teacher practitioners and researchers in the fields of science education and multicultural education lenses through which they can critically consider the myriad of classroom settings, instructional approaches, curricular materials, and scientific topics involved in what it means to teach science while pointedly addressing concerns about equity of educational opportunity, this volume serves as a powerful resource for linking theory and practice. End-of-chapter reflection questions and engagement activities facilitate discussion round these issues and provide rich opportunities for the reader to consider the implications of each chapter for science instruction and research and to apply insights developed in a real-world science teaching and learning contexts.
Author: Sue Dale TunnicliffePublish On: 2013-05-29
Talking science obviously involves language, and talking is an important part of
problem solving. This may be a process you wish to introduce to the children with
whom you are working, challenging these early learners to find an answer ...
Author: Sue Dale Tunnicliffe
Young children are intuitive, emergent scientists - they observe, raise hypotheses, experiment and notice patterns. Most of our everyday actions at home and in other settings, inside and outside, have a scientific basis and it is through these early experiences that children formulate their ideas about the world in which we live. This accessible book introduces the simplest form of the principles and the big ideas of science and provides a starting point for encouraging children to have an interest and experiential understanding of basic science and engineering. It shows you how you can support young children in exploring everyday phenomena and develop their scientific language skills through readily available resources and hands-on experiences. Each chapter focuses on a different aspect of science and includes: a summary of the ‘big ideas’ to refresh your own scientific knowledge; numerous activities that encourage young children to observe, question and carry out their own investigations; a usefil list of everyday resources and relevant vocabulary. Providing a wealth of exciting, meaningful ways to promote scientific experiences and learning, this highly practical book will help you to build on children’s natural curiosity about the world and develop their understanding through your everyday provision in early years settings and at home.
Science is everywhere, in everything we do, see, and read. Books-all books-offer possibilities for talk about science in the illustrations and text once you know how to look for them.
Author: Valerie Bang-Jensen
Publisher: Heinemann Educational Books
Science is everywhere, in everything we do, see, and read. Books-all books-offer possibilities for talk about science in the illustrations and text once you know how to look for them. Children's literature is a natural avenue to explore the seven crosscutting concepts described in the Next Generation Science Standards*, and with guidance from Valerie Bang-Jensen and Mark Lubkowitz, you will learn to develop the mindset necessary to think like a scientist, and then help your students think, talk, and read like scientists. Sharing Books Talking Science is an engaging and user-friendly guide that provides practical, real world understandings of complex scientific concepts using children's literature. By demonstrating how to work in a very familiar and comfortable teaching context-read aloud-to address what may be less familiar and comfortable content-scientific concepts-Valerie and Mark empower teachers to use just about any book in their classroom to help deepen students' understanding of the world. Valerie and Mark supply you with everything you need to know to get to the heart of each concept, including a primer, questions and strategies to spot a concept, and ways to prompt students to see and talk about it. Each chapter offers a list of suggested titles (many of which you probably already have) to help you get started right away, as well as "topic spotlight" sections that help you connect the concepts to familiar topics such as eating, seasons, bridges, size, and water. With Sharing Books Talking Science, you will have the tools and confidence to explore scientific concepts with your students. Learn how to "talk science" with any book so that you can infuse your curriculum with scientific thinking...even when you aren't teaching science. *Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.
Helping Children Understand Through Talk Douglas P Newton, Douglas Newton
... A book describing research in the USA on science talk, highlighting its
importance is by Lemke, J.L. (1990) Talking Science (Norwood, New Jersey,
Author: Douglas P Newton
Talking Sense in Science is a highly practical guide to getting the most out of primary science lessons through talking with children. This clearly written and straightforward book helps teachers to support understanding by developing their own interaction in the classroom. Each idea is described, illustrated and followed by a short task to develop teaching skills. This book looks at ways of understanding in science, and scientific language as well as how talk can support practical activities. Douglas Newton also addresses the ideas of what to say, when to say it and how to say it, with a view to developing understanding through science conversation. Examples given in the book span the range of primary school science topics, and provide an ideal sourcebook for lesson ideas. Talking Sense in Science is an essential buy for primary teachers who want an accessible way to improve their practice and their pupils' understanding in science. It is also an ideal learning tool for student teachers.
This latter involvement of discourse within the enterprise of science will be called
“talking science,” as a way of contrasting it from the “talk about science” which
constitutes literary accounts. “Talk about science” is not limited to science studies
Author: Michael Lynch
Category: Social Science
First published in 1985, this book provides a descriptive study of social activities in a neurosciences laboratory. Based on fieldwork conducted by the author in the laboratory during 1975 and 1976, and taking an ethnomethodological approach, it focuses on the phenomenon of the social accomplishment of natural scientific order. Through the examination of shop work and shop talk in this environment, it identifies an analyzable social basis in the local production of accounts of natural objects in laboratory research. This work will be of interest to students and scholars of ethnomethodology and sociology.
This paper discusses lessons learnt from a bigger study which investigates teaching approaches that could be employed to address the problem of classrooms that are dominated by teacher-centered approaches with minimal students' talk.
Author: Makomosela Qhobela
This paper discusses lessons learnt from a bigger study which investigates teaching approaches that could be employed to address the problem of classrooms that are dominated by teacher-centered approaches with minimal students' talk. The purpose of this paper is to establish the feasibility of success when argumentation is introduced as a part of learning physics in Lesotho. This study draws its theoretical framework from socio-cultural theory of learning. A three-staged teaching sequence whose main purpose was to promote talking was implemented at a government-controlled high school in Maseru. An important finding is that introduction of argumentation as a strategy of introducing learner-centered approaches in science classrooms proved to be beneficial. The paper highlights that the greatest challenge to the introduction of argumentation in Lesotho is related to changing the tradition that science teachers have adopted. (Contains 3 figures.).
Chapter 1 What Is Science ? The purpose of scientific enquiry is not to compile
an inventory of factual information , nor to build up a totalitarian world picture of
Natural Laws in which every event that is not compulsory is forbidden . We
Author: Karen Gallas
Publisher: Teachers College Press
Karen Gallas provides us with a window into children’s thinking about the world, enabling us to see how students build complex theories, identify important questions, and begin to enter the world of science, all within the naturalistic setting of the classroom. As the title suggests, this book treats classroom science as a particular type of discourse, with its own set of language and thinking practices. Gallas describes the content, structure, and practice of her child-centered approach, explains how the teacher’s role in Science Talks develops and changes over time, and discusses how the use of Science Talks could transform science instruction as a whole. The full transcripts of two such talks included in the appendix, in addition to many smaller quoted interchanges throughout the text, will fascinate readers.
Towards a Renewed Pedagogy for Science Education Albert Zeyer, Regula
Kyburz-Graber ... It goes without saying that a teacher who is an expert in “talking science” can steer discussions as they arise toward the technical aspects of the ...
Author: Albert Zeyer
Publisher: Springer Science & Business Media
Health and the environment are important learning areas in science education and their significance is growing. Not only do they have high social relevance, but they are also close to students’ interests and needs. They provide many opportunities to unlock science with questions that are personally relevant to boys and girls and that inspire them to engage in science. This book contains a selection of papers from prominent professionals in science, health and environmental education, who reflect on science education, each from their specific point of view. The core idea is to present well-founded perspectives on how science education may benefit from challenges stemming from both health and environmental education. Specific reasons are discussed as to why these two areas are particularly legitimized to challenge science education, and their potential impact on a revision of science education is evaluated. A new pedagogy for science¦environment¦health that yields interesting and relevant science education for students and teachers, and addresses the grand challenges of this century: what an attractive and rewarding project! The book will motivate teachers, teacher educators and science education researchers to take part in this on-going project.
Teachers can take note of both the mastery of academic language as well as
progress toward the intended content objectives . Through an ELD science
approach , students are learning content through talk , critical thought , and
Author: Dolores Beltran
Publisher: Teacher Created Materials
Science for English Language Learners uses the inquiry-based 5E model of instruction (Engage, Explore, Explain, Extend, and Evaluate) to offer valuable strategies for academic language development and gaining science content knowledge. With engaging stories and interactive activities examples suitable for all grade levels, teachers will learn how to assist their students to activate prior knowledge, build understanding, and question and explore crucial science themes, as well as explicitly develop their language abilities.
INTRODUCTION Talking Science Les savants des autres nations à quinous
avons donné l'exemple, ont cru avec raison qu'il écriraient encore mieux dans
leur langue que dans la nôtre. L'Angleterre nous a donc imités; l'Allemagne, où le
Author: Michael Gordin
Publisher: Profile Books
Today, the language of science is English. But the dominance of this particular language is a relatively recent phenomenon - and far from a foregone conclusion. In a sweeping history that takes us from antiquity to the modern day, Michael D. Gordin untangles the web of politics, money, personality and international conflict that created the monoglot world of science we now inhabit. Beginning with the rise of Latin, Gordin reveals how we went on to use (and then lose) Dutch, Italian, Swedish and many other languages on the way, and sheds light on just how significant language is in the nationalistic realm of science - just one word mistranslated into German from Russian triggered an inflammatory face-off between the two countries for the credit of having discovered the periodic table. Intelligent, revealing and full of compelling stories, Scientific Babel shows how the world has shaped science just as much as science has transformed the world.
Author: Akwasi Asabere-AmeyawPublish On: 2012-09-05
There is an established way of talking science. For example, language
conventions are used in arguing or debating issues in science, formulating
hypotheses or communicating inferences and in negotiating meaning by
Author: Akwasi Asabere-Ameyaw
Publisher: Springer Science & Business Media
In this careful articulation of science, the editors provide an intellectual marriage of Indigenous science and science education in the African context as a way of revising schooling and education. They define science broadly to include both the science of the natural/physical/biological and the ‘science of the social’. It is noted that the current policy direction of African education continues to be a subject of intense intellectual discussion. Science education is very much at the heart of much current debates about reforming African schooling. Among the ways to counter-vision contemporary African education this book points to how we promote Indigenous science education to improve upon African science and technology development in general. The book also notes a long-standing push to re-examine local cultural resource knowings in order to appreciate and understand the nature, content and context of Indigenous knowledge science as a starting foundation for promoting African science and technology studies in general. It is argued that these interests and concerns are not mutually exclusive of each other but as a matter of fact interwoven and interdependent. The breadth of coverage of the collection reflect papers in science, Indigeneity, identity and knowledge production and the possibilities of creating a truly African-centred education. It is argued that such extensive coverage will engage and excite readers on the path of what has been termed ‘African educational recovery’. While the book is careful in avoiding stale debates about the ‘Eurocentricity of Western scientific knowledge’ and the positing of ‘Eurocentric science’ as the only science worthy of engagement, it nonetheless caution against constructing a binary between Indigenous/local science and knowledges and Western ‘scientific’ knowledge. After all, Western scientific knowledge is itself a form of local knowledge, born out of a particular social and historical context. Engaging science in a more global context will bring to the fore critical questions of how we create spaces for the study of Indigenous science knowledge in our schools. How is Indigenous science to be read, understood and theorized? And, how do educators gather/collect and interpret Indigenous science knowledges for the purposes of teaching young learners. These are critical questions for contemporary African education?
Changing Notions of Science in American Popular Culture Daniel Patrick Thurs.
Introduction. Talking. about. Science. MODERN. SCIENCE SEEMS to suffer from
a paradox. Numerous observers have noted “the awesome authority that ...
Author: Daniel Patrick Thurs
Publisher: Rutgers University Press
Science news is met by the public with a mixture of fascination and disengagement. On the one hand, Americans are inflamed by topics ranging from the question of whether or not Pluto is a planet to the ethics of stem-cell research. But the complexity of scientific research can also be confusing and overwhelming, causing many to divert their attentions elsewhere and leave science to the "experts." Whether they follow science news closely or not, Americans take for granted that discoveries in the sciences are occurring constantly. Few, however, stop to consider how these advances--and the debates they sometimes lead to--contribute to the changing definition of the term "science" itself. Going beyond the issue-centered debates, Daniel Patrick Thurs examines what these controversies say about how we understand science now and in the future. Drawing on his analysis of magazines, newspapers, journals and other forms of public discourse, Thurs describes how science--originally used as a synonym for general knowledge--became a term to distinguish particular subjects as elite forms of study accessible only to the highly educated.
But it is vain for him to try to bring the conversation back to its former channel ,
and to represent how much better it would ... the book as carried on by the
gentleman with the wish to pay his court under cover of talking science ; while the
lady is ...
An Expanded Glossary of Key Terms and Concepts in Science Teaching and
Learning William F. McComas ... In this way knowledge and understanding are
constructed when individuals engage socially in talk and activity about shared ...
Author: William F. McComas
Publisher: Springer Science & Business Media
The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science education is vital for those who wish to understand the existing literature or make contributions to it. The Language of Science Education provides definitions for 100 unique terms, but when considering the related terms that are also defined as they relate to the targeted words, almost 150 words are represented in the book. For instance, “laboratory instruction” is accompanied by definitions for openness, wet lab, dry lab, virtual lab and cookbook lab. Each key term is defined both with a short entry designed to provide immediate access following by a more extensive discussion, with extensive references and examples where appropriate. Experienced readers will recognize the majority of terms included, but the developing discipline of science education demands the consideration of new words. For example, the term blended science is offered as a better descriptor for interdisciplinary science and make a distinction between project-based and problem-based instruction. Even a definition for science education is included. The Language of Science Education is designed as a reference book but many readers may find it useful and enlightening to read it as if it were a series of very short stories.
Krueger , A. , and J. Sutton . 2001. EDThoughts : What we know about science
teaching and learning . Denver , CO : McREL . Lemke , J. L. 1990. Talking science : Language , learning , and values . Westport , CT : Ablex . Lotman , Y. M.
Publisher: Teacher Created Materials
Elementary students will love learning about the science of the human body, from the muscles that help them play to the brain that lets them learn. This kit includes leveled books, allowing teachers to easily implement differentiation strategies that give all students access to this life and science theme. Science Readers: A Closer Look: The Human Body: Complete Kit includes: Books (6 titles, 6 copies each, 32 pages per book); data analysis activities; audio recordings; digital resources; and a Teacher's Guide.
Lemke, Jay L. (1990) Talking Science: language, learning, and values, Norwood,
NJ: Ablex Publishing Corporation. Leo, E. and Galloway, D. (1995) Conceptual
links between cognitive acceleration through science education and motivational
Author: Vanessa Kind
In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach. Divided into three sections the book covers: framing the subject - defining subject knowledge and focusing on questions about science as a school subject teaching the subject - looking at pedagogical, curricular and pupil knowledge science within the professional community - focusing on the place of science within the wider curriculum and the teaching community. This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.