Talking Science: Language and Learning in Science Classrooms by Wolff-Michael Ro

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This book is about the fundamental nature of talk in school science. Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. While writing science is one aspect of language in science, talking science may in fact constitute a much more important means by which we navigate and know the world-the very medium through which we do science.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

This book is about the fundamental nature of talk in school science. Language as a formal system provides resources for conducting everyday affairs, including the doing of science. And while writing science is one aspect, talking science may in fact constitute a much more important means by which we navigate and know the world-the very medium through which we do science. In Talking Science Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. Knowing language, in this view, is no longer distinct from knowing one's way around a particular section of the world. It is a non-representational view of language and dispenses with language as a barrier between the individual subject and the world it knows. In addition, the book includes detailed analyses from actual classrooms to exemplify what such a different approach means for science education. The conclusion is that once we have learned new ways of articulating the world and talking about it, we also have learned to handle this world more easily.

Author Biography

Wolff-Michael Roth is Lansdowne Professor, Applied Cognitive Science at the University of Victoria, British Columbia.

Table of Contents

Chapter 1 Introduction Chapter 2 Taking Position and Orienting in the World Chapter 3 Coevolution of World and Language Chapter 4 Contingency of Explanations Chapter 5 Public Language, Private Talk Chapter 6 Teaching: Mediating Access to World and Language Chapter 7 Adopting New Ways of Talking: A Question of Origin and Control? Chapter 8 Mediation of Language: Space, Physical Orientation, and Group Size Chapter 9 Epilogue: Language and Science

Review

I would certainly recommend this thought-provoking and stimulating book to anyone who is interested in the theory and practice of teaching and learning science in classroom settings. * Science Education *Teacher training departments most certainly ought to have a copy on their library shelves. * Metapsychology Online *Roth 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. * Scitech Books News *

Long Description

This book is about the fundamental nature of talk in school science. Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. While writing science is one aspect of language in science, talking science may in fact constitute a much more important means by which we navigate and know the world-the very medium through which we do science.

Review Quote

Teacher training departments most certainly ought to have a copy on their library shelves.

Details ISBN0742537072 Author Wolff-Michael Roth Short Title TALKING SCIENCE Series Reverberations: Contemporary Curriculum and Pedagogy Language English ISBN-10 0742537072 ISBN-13 9780742537071 Media Book Format Paperback DEWEY 507.1 Illustrations Yes Year 2005 Subtitle Language and Learning in Science Classrooms Country of Publication United States Birth 1953 Affiliation University of Victoria, Canada Imprint Rowman & Littlefield Publishers Place of Publication Lanham, MD DOI 10.1604/9780742537071 UK Release Date 2005-07-26 AU Release Date 2005-07-26 NZ Release Date 2005-07-26 Pages 256 Publisher Rowman & Littlefield Alternative 9780742537064 Audience General Publication Date 2005-05-26 US Release Date 2005-05-26 We've got this

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