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Meaning Making in Secondary Science Classrooms by Eduardo Mortimer download in iPad, ePub, pdf

On these occasions it is difficult to pick out the teacher as she moves between groups, prompting students and discussing their progress. But greater attention is needed, they argue, on meaning making through classroom discourse. This is precisely the contribution that the two authors of this volume have made. In a strong sense, the everyday social language acts to shape our view of the surroundings, drawing attention to particular features and representing those features in particular ways.

The second set of analyses is a contrasting example from a Brazilian classroom focused on small-group work supported with class discussions. Second, the teacher needs to assist students in making sense of, and internalizing, those ideas. In the science classes that we investigate and analyse in this book, it is likely that all four kinds of student engagement will be represented. The whole of this book is focused on exploring this link between talking, meaning making and learning, and draws heavily on various aspects of sociocultural theory.

This response is likelyReaders will be able to judge

The examples are dissected using the framework in enough detail to ascertain the useful- ness of the approach. The first example, drawn from classrooms in England, walks the reader through nine episodes in which a teacher develops a scientific story regarding rust. Most recently, Kress et al. The reason why it matters is that we see talk as being central to the meaning making process and thus central to learning.

This response is likely to be reflected in their behaviour in class, which may involve disrupting, or making fun of, more attentive classmates. Readers will be able to judge, for themselves, whether or not we have been successful in achieving this aim. At times the teacher is the centre of attention, with the class listening to what they are saying. Their argument begins by noting the ways that language, while central to meaning making from certain theoretical frameworks, is often invisible for science teachers. As Mortimer and Scott point out, sociocultural theory is concerned with a host of issues, but a major focus is how social discourse gives rise to the development of mental functioning in individuals.