Literaturnachweis - Detailanzeige
| Autor/inn/en | Puttick, Gillian M.; Bodwell, Mary Buchinger; Wright, Tracey M. |
|---|---|
| Institution | TERC, Cambridge, MA. Cheche Konnen Center. |
| Titel | Teaching and Learning Science and Mathematics in Diverse Classrooms: A Resource for Collaboration and Discussion. |
| Quelle | (2000), (177 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Cultural Influences; Discourse Analysis; Diversity (Student); Educational Resources; Elementary Secondary Education; Mathematical Linguistics; Mathematics Education; Science Education |
| Abstract | The articles in this collection offer rich and provocative views, backed by research and intensive classroom experience, of science and mathematics and teaching and learning. In particular, they explore some combination of the following: (1) science and mathematics as discourses; (2) students' home- and culturally-based ways of knowing, talking, and valuing; (3) classroom talk and activity; (4) views of learning as inquiry; and (5) teacher research. Articles are arranged in three sections entitled "Linguistically and Culturally Diverse Classrooms", "Learning as Inquiry", and "Teaching as Inquiry". Four of the articles represent research in linguistically and culturally diverse classrooms. The next three articles describe different aspects of inquiry-based learning, and the last three explore learning to consider new roles for the teacher in the classroom. Not all of the articles address linguistically and culturally diverse classrooms. Several articles address issues that are important for all learners: for example, the importance of allowing children to work through their confusion, allowing children's different ideas to come into contact, and teachers coming to understand the rich connections between children's experience, and scientific and mathematical ideas and practices. (ASK) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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