Apprenticing Students Into Science: Doing, Talking & Writing Scientifically Contributor(s): Polias, John (Author) |
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ISBN: 0646952609 ISBN-13: 9780646952604 Publisher: Lexis Education OUR PRICE: $49.40 Product Type: Paperback Published: March 2016 |
Additional Information |
BISAC Categories: - Education | Teaching Methods & Materials - Science & Technology - Education | Professional Development - Language Arts & Disciplines | Linguistics - General |
Physical Information: 0.45" H x 7" W x 10" (0.94 lbs) 174 pages |
Descriptions, Reviews, Etc. |
Publisher Description: This is a book for teachers of school science who wish to maximise the learning in their classrooms. It is equally valuable for anyone interested in understanding how the discipline of science goes about doing what it does linguistically. The book's aim is to show how the teaching of science can be improved through an understanding of the patterns in its knowledge and patterns in its language. It makes explicit the implicit patterns for both science teachers and students. By having a pedagogy that is based on denaturalising the naturalised patterns of meaning-making in science, students are not only successful within a lesson and across many lessons but, critically, are scaffolded into a deeper understanding of scientific knowledge.
Apprenticing Students Into Science: Doing, Talking & Writing Scientifically features:
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Contributor Bio(s): Polias, John: - John Polias is an international consultant in teaching and learning with a focus on language, especially in multilingual learning contexts. He is a science, mathematics, visual arts and linguistics graduate. Much of his work has been in partnership with the South Australian Department of Education and Child Development, The Education Bureau of Hong Kong, and The Hong Kong Polytechnic University. As one of the two directors of Lexis Education, he writes and delivers professional development courses for international schools around the world. His interests lie in developing cross-curriculum pedagogies that are underpinned by the role of language but which also have a multisemiotic approach. |