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Detalles bibliogr�ficos

T�tulo: Writing Poetry through the Eyes of Science: A Teacher's Guide to Scientific Literacy and Poetic Response (Frameworks for Writing)
Editor: Equinox
Fecha de publicaci�n: 2012
Idioma: Ingl�s
ISBN 10: 1845534409
ISBN 13: 9781845534400
Encuadernaci�n: Soft cover
Estado: Very Good

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Sinopsis

Writing Poetry Through the Eyes of Science: A Teacher’s Guide to Scientific Literacy and Poetic Response presents a unique and effective interdisciplinary approach to teaching science poems and science poetry writing in secondary English and science classrooms. A collaboration between two award-winning teachers, one in English, the other in science, this crossover work demonstrates how scientific literacy, knowledge, and methods can inform and inspire poetic response in the classroom and in the field. Writing Poetry Through the Eyes of Science illustrates how students can utilize field research, observations, sensory data gathering, poetic writing strategies, and model science poems by poets, scientists, students, and teachers to produce skillful and creative science poetry.

The authors explore the commonalities shared by the domains of science and poetry as well as the potentials for intersections and interactions across those two domains. As the science teacher raises scientific questions and suggests technical vocabulary to further language specificity and precision, the poetry teacher demonstrates multiple poetic stances enabling imaginative poetic responses. The active, hands-on, collaborative nature of the classroom atmosphere motivates students to write inspired poems, and students who have never before written poetry can become excited, engaged, and productive. The descriptive techniques that are shared by science and poetry allow for creative, critical, and metaphoric thinking that are of value for teaching in both areas and that offer new ways of thinking and writing about the natural world. In addition, the use of poetry in the science classroom is a novel way to inform, engage, and enhance students’ understanding of abstract and complex scientific concepts, as shown in research carried out by co-author Erin Colfax at Morristown (New Jersey) High School, sponsored by Montana State University, on the use of poetry in the biology curriculum and for summative testing of science knowledge.

Writing Poetry Through the Eyes of Science is built on original field data gathered by Colfax from expeditions to Iceland and other locations around the world as well as the original poetry and poetry teaching techniques of Gorrell. This professional resource shows both English and science teachers how to cross-fertilize the knowledge, skills, and methods shared by their disciplines—in particular, the creative, critical, and metaphoric thinking skills used in both poetry writing and scientific research. Writing Poetry through the Eyes of Science provides the tool—science poetry—enabling English and science teachers alike to discover the value of their common ground, empowering them to envision, create, and experience an innovative pedagogy for the 21st century.

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Nancy S. Gorrell is an English teacher, poet, and award-winning author of numerous articles on the teaching of poetry in the English Journal. Her poetry has appeared in English Journal, Rockford Review, BlueLINE: A Literary Magazine of the Adirondacks, and Footwork: Paterson Literary Review, among others. A former New Jersey State Teacher of the Year, in 2001 she was awarded Outstanding English Language Arts Educator by the New Jersey Council of Teachers of English, and she received a Governor's Award in Arts Education from the State of New Jersey. Erin Colfax is a science teacher and research explorer who has spent the past several years traveling throughout the seven continents while conducting five international research projects designed to enlighten her students and enhance their education of real world scienceA". Colfax has been named Teacher of the Year by the New Jersey Council of Teachers of English, was a New Jersey Business / Industry / Science Education Consortium Scholar, and was identified as an Up and Coming Female Legend.

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