Talking Science: Language and Learning in Science Classroomsby Wolff-Michael Roth
Roth (applied cognitive science, U. of Victoria) 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. Working from his interest in linguistics and communications in education, Roth takes a nonrepresentational approach to language, removing the distance between the individual subject and the world it knows, examining such topics as taking position and orienting in the world, the co-evolution of world and language, the contingency of explanations, public language v. private talk, mediating the world with articulation and science talk, adopting new ways of talking though consideration of origin and control and mediating language through space, physical orientation and group size. Annotation ©2005 Book News, Inc., Portland, OR
- Rowman & Littlefield Publishers, Inc.
- Publication date:
- Reverberations: Contemporary Curriculum and Pedagogy Series
- Product dimensions:
- 6.68(w) x 9.24(h) x 0.78(d)
Meet the Author
Wolff-Michael Roth is Lansdowne Professor, Applied Cognitive Science at the University of Victoria, British Columbia.
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