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In what way do educators understand the language they use to make sense of the educational environment?

How does language enable educators and how can they consciously make the most of its potential?

Using the right language and setting the correct tone in the school classroom has repercussions for all involved; whether it affects the linguistic development of a student or the effective delivery of a lesson, language plays an important factor in any educational context.

As such, this innovative book focuses right at the heart of learning, arguing...

Die "Historische Kommission zu Berlin" betreibt die Erforschung der Landesgeschichte und der Historischen Landeskunde Berlin-Brandenburgs bzw. Brandenburg-Preuens in Form von wissenschaftlichen Untersuchungen, Vortragen, Tagungen und Veroffentlichungen sowie durch Serviceleistungen. Dabei kooperiert die Kommission auch mit anderen Institutionen und begleitet wissenschaftliche und praktische Vorhaben von allgemeinem offentlichen Interesse. In der Schriftenreihe werden die Ergebnisse der einzelnen wissenschaftlichen Projekte der Kommission veroffentlicht.

Researchers agree that schools construct a particular image of science, in which some characteristics are featured while others end up in oblivion. The result is that although most children are likely to be familiar with images of heroic scientists such as Einstein and Darwin, they rarely learn about the messy, day-to-day practice of science in which scientists are ordinary humans. Surprisingly, the process by which this imagination of science in education occurs has rarely been theorized. This is all the more remarkable since great thinkers tend to agree that the formation of...

Science learning that takes place between and at the intersections of formal and informal science environments has not been systematically reviewed to offer a comprehensive understanding of the existing knowledge base. Bringing together theory and research, this volume describes the various ways in which learning science in various settings has been conceptualized as well as empirical evidence to illustrate how science learning in these settings can be supported.