ISBN-13: 9780805844344 / Angielski / Twarda / 2004 / 344 str.
ISBN-13: 9780805844344 / Angielski / Twarda / 2004 / 344 str.
The book is designed to encourage discussion of issues surrounding the reform of classroom science discourse among teachers, teacher educators, and researchers. The contributors - some of the top educational researchers, linguists, and science educators in the world - represent a variety of perspectives perfaining to teaching, assessment, research, learning, and reform. As a whole the book explores the variety, complexity, and interconnectivity of issues associated with changing classroom learning communities and transforming science classroom discourse to be more representative of the discourse of scientific communities. The intent is to expand debate among educators regarding what constitutes exemplary scientific speaking, thinking, and acting. This book is unparalleled in discussing current reform issues from sociolinguistic and sociocultural perspectives. The need for a revised perspective on enduring science teaching and learning issues is established and a theoretical framework and methodology for interpreting the critique of classroom and science discourses is presented. To model and scaffold this ongoing debate, each chapter is followed by a metalogue in which the chapter