Meaning Making In Secondary Science Classroomsaa
Meaning Making In Secondary Science Classrooms by Eduardo Mortimer is published by McGraw-Hill Education (UK) and was released on September 1, 2003. This 141-page book is written in English and explores the dynamics of communication within science classrooms, emphasizing how various interactions between teachers and students facilitate meaning-making and learning.
Readers will find a detailed examination of classroom discourse, supported by a new analytical framework that characterizes essential aspects of science talk. The text draws on sociocultural principles and connects the theories of notable scholars like Vygotsky and Bakhtin to the everyday interactions occurring in contemporary science education. This edition provides insights into effective teaching methods and materials within the context of science and technology education.
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This book focuses on the talk of science classrooms and in particular on the ways in which the different kinds of interactions between teachers and students contribute to meaning making and learning. Central to the text is a new analytical framework for characterising the key features of the talk of school science classrooms. This framework is based on sociocultural principles and links the work of theorists such as Vygotsky and Bakhtin to the day-to-day interactions of contemporary science classrooms.
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