Talking Science: Language and Learning in Science Classrooms

Overview

This book is about the fundamental nature of talk in school science classrooms. In Talking Science, Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. Knowing language, in this view, is no longer distinct from knowing one's way around a particular section of the world. Roth offers a nonrepresentational view of language and dispenses with language as a barrier between the individual subject and the world it knows. In addition, the book includes ...
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Talking Science: Language and Learning in Science Classrooms

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Overview

This book is about the fundamental nature of talk in school science classrooms. In Talking Science, Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. Knowing language, in this view, is no longer distinct from knowing one's way around a particular section of the world. Roth offers a nonrepresentational view of language and dispenses with language as a barrier between the individual subject and the world it knows. In addition, the book includes detailed analyses from actual classrooms that exemplify what such a different approach means for science education. The conclusion is that once we have learned new ways of articulating the world and talking about it, we also have learned to handle the world more easily.
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Editorial Reviews

Science Education (2)
I would certainly recommend this thought-provoking and stimulating book to anyone who is interested in the theory and practice of teaching and learning science in classroom settings.
Metapsychology
Teacher training departments most certainly ought to have a copy on their library shelves.
Scitech Books News
Roth examines the importance of talking about science in the classroom. He finds that while writing about science is important, it is how instructors describe science and those writings that influences learner outcomes the most.
Science Education
I would certainly recommend this thought-provoking and stimulating book to anyone who is interested in the theory and practice of teaching and learning science in classroom settings.
Metapsychology Online Reviews
Teacher training departments most certainly ought to have a copy on their library shelves.
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Product Details

Meet the Author

Wolff-Michael Roth is Lansdowne Professor, Applied Cognitive Science at the University of Victoria, British Columbia.
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Table of Contents

Introduction : toward a nonrepresentational view of language 1
1 Taking position and orienting in the world 27
2 Coevolution of world and language 59
3 Contingency of explanations 91
4 Public language, private talk 119
5 Mediating world, articulation, and science talk 149
6 Adopting new ways of talking : a question of origin and control? 179
7 Mediation of language : space, physical orientation, and group size 211
Epilogue : language and science 249
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