9780335212071 - Meaning Making In Secondary Science Classroomsaa de Mortimer; Scott, Eduardo (22 resultados)

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: New.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days. 306.

Paperback or Softback. Condición: New. Meaning Making in Secondary Science Classroomsaa 0.59. Book.

Condición: New.

Paperback. Condición: New. 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. *presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms*provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK.*demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers.*offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk.*expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts.This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research.

Paperback. Condición: New. 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. *presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms*provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK.*demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers.*offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk.*expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts.This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research.

Paperback. Condición: New. 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. *presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms*provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK.*demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers.*offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk.*expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts.This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research.

Condición: New.

Paperback. Condición: New. 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. *presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms*provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK.*demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers.*offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk.*expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts.This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research.

Condición: New. 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 analytical framework for characterising th.

Taschenbuch. Condición: Neu. Neuware - 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. \*presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms\*provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK.\*demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers.\*offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk.\*expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts.This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research.

Condición: New. 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 analytical framework for characterising the key features of the talk of school science classrooms. Num Pages: 160 pages, bibliography, index. BIC Classification: JNLC; JNU; YQS. Category: (P) Professional & Vocational. Dimension: 229 x 153 x 11. Weight in Grams: 274. . 2003. 1st Edition. Paperback. . . . .

Condición: New. 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 analytical framework for characterising the key features of the talk of school science classrooms. Num Pages: 160 pages, bibliography, index. BIC Classification: JNLC; JNU; YQS. Category: (P) Professional & Vocational. Dimension: 229 x 153 x 11. Weight in Grams: 274. . 2003. 1st Edition. Paperback. . . . . Books ship from the US and Ireland.

Paperback. Condición: new. Paperback. 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. *presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms*provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK.*demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers.*offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk.*expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts.This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research. 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 analytical framework for characterising the key features of the talk of school science classrooms. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condición: new. Excellent Condition.Excels in customer satisfaction, prompt replies, and quality checks.

Paperback. Condición: New. 1st Edition. Ships in a BOX from Central Missouri! UPS shipping for most packages, (Priority Mail for AK/HI/APO/PO Boxes).

Condición: New.

Paperback. Condición: new. Paperback. 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. *presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms*provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK.*demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers.*offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk.*expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts.This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research. 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 analytical framework for characterising the key features of the talk of school science classrooms. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condición: Brand New. 1st edition. 144 pages. 9.00x6.00x0.25 inches. In Stock. This item is printed on demand.

Paperback / softback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.