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Title: Connecting the microscopic view of chemistry to real life experiences
Authors: 國立臺灣師範大學科學教育研究所
Wu, H.-K.
Issue Date: 1-Sep-2006
Publisher: Cresskill, NJ: Hampton Press.
Abstract: The researchers in this collection share a common interest in understanding the practices and processes of teaching and learning. They are especially interested in how learning opportunities are created and limited. Through interactional ethnography, each author represents these processes in action, in ways that are instructive for researchers new to this approach, as well as for teachers and teacher educators. They study teaching and learning as interactional events, situated in particular contexts, and related across time. Their studies illustrate how teaching and learning events are performed through discourse in social situations, which are meaningful and purposeful to the social groups involved. Complex, interrelated events are rendered through a variety of modes and methods of analysis and representation—including, in addition to interactional ethnography, conversation analysis, critical discourse analysis, and intertextual analysis. Contents: Foreword, Annemarie Palinscar. Introduction, Lesley A. Rex. Considering Discourse Analysis as a Method for Researching Professional Development, Katherine A. Morris. ASSESSING THE OPPORTUNITIES FOR LEARNING MADE AVAILABLE TO STUDENTS. Establishing a Positive Classroom Climate: An Experienced Teacher in a New School Setting, Alexandra Miletta. Mentoring Non-Latino Tutors in a Bi-literacy Latino After-School Program, Mary M. Yonker. Using Sociocultural and Developmental/Cognitive Lenses to Inform Classroom-Based Assessments of Children’s Reading, Carol McDonald Connor and Lesley A. Rex. APPLYING INTERTEXTUALITY TO EXAMINE AN INSTRUCTIONAL APPROACH. Constructing Anatomy Literacy: Use of Computer-Based Meida in a Dissecting Laboratory, Silvia Wen-Yu Lee. Facilitating Exploration of Theory and Practice in a Teacher Education Study Group, Jacob Foster. EXPLORING AND BUILDING CONCEPTUAL KNOWLEDGE. What Does it Mean to Build Conceptual Knowledge? Ruth Piker. Connecting the Microscopic View of Chemistry to Real-Life Experiences, Hsin-Kai Wu. STUDYING THE SOCIAL POSITIONING OF STUDENTS’ ROLES AND IDENTITIES. Extending Opportunities, Expanding Boundaries: Addressing Gendered Discourse Through Multiple Subjectivities in a High School English Classroom, Sharilyn C. Steadman. Author Index. Subject Index.
Other Identifiers: ntnulib_tp_C0702_03_001
Appears in Collections:教師著作

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