Establishing Scientific Classroom Discourse Communities : Multiple Voices of Teaching and Learning Research

Establishing Scientific Classroom Discourse Communities: Multiple Voices of Teaching and Learning Research 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 pertaining 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 authors and volume editors critique the issues traversed in the chapter by opening up the neatly argued issues. These ''metalogues'' challenge, extend, and deepen the arguments made. Central questions addressed include: *Why is a sociolinguistic interpretation essential in examining science education reform? *What are key similarities and differences between classroom and scientific communities? *How can the utility of common knowledge and existing classroom discourse be balanced toward alternative outcomes? *What curricular issues are associated with transforming classroom talk? *What other perspectives can assist in creating multiple access to science through redefining classroom discourse? Whether this volume improves readers' science teaching, assists their research, or helps them to better prepare tomorrow's science teachers, the goal is to engage them in considering the challenges faced by educators as they navigate the seas of reform and strive to improve science education for all. Book Cover......Page 1 Title......Page 4 Copyright......Page 5 Contents......Page 6 Foreword......Page 10 Introduction: The Role of Language in Science Learning and Teaching......Page 14 CHAPTER ONE Language in the Science Classroom: Academic Social Languages as the Heart of School-Based Literacy......Page 32 CHAPTER TWO Telling in Purposeful Activity and the Emergence of Scientific Language......Page 58 CHAPTER THREE Discourse, Description, and Science Education......Page 92 CHAPTER FOUR Essential Similarities and Differences Between Classroom and Scientific Communities......Page 122 CHAPTER FIVE Dialogic Inquiry in an Urban Second-Grade Classroom: How Intertextuality Shapes and Is Shaped by Social Interactions and Scientific Understandings......Page 152 CHAPTER SIX Meaning and Context: Studying Words in Motion......Page 188 CHAPTER SEVEN Science for All: A Discursive Analysis Examining Teacher Support of Student Thinking in Inclusive Classrooms......Page 212 CHAPTER EIGHT Playing the Game of Science: Overcoming Obstacles in Re-negotiating Science Classroom Discourse......Page 244 CHAPTER NINE Teaching Science in Urban High Schools: When the Rubber Hits the Road......Page 278 CHAPTR TEN When the Classroom Isn’t in School: The Construction of Scientific Knowledge in an After-School Setting......Page 306 Author Index......Page 334 Subject Index......Page 340

yerrick (san Diego University) And Roth (university Of Victoria) Present Work Examining The Reform Of Classroom Science Discourse From Sociolinguistic And Sociocultural Perspectives. Contributors Highlight Central Issues Of Teaching And Learning As They Relate To An Emerging Body Of Cognitive, Ethnographic, Sociolinguistic, And Sociocultural Research Knowledge. Some Issues Addressed Include Academic Social Languages, Teaching Science In An Urban High School, And The Construction Of Scientific Knowledge In An After-school Setting. Each Essay Is Followed By Comments From Other Contributors. Annotation ©2004 Book News, Inc., Portland, Or

This 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 educa The book is designed to encourage discussion of issues surrounding the reform of classroom science discourse among teachers, teacher educators, and researchers