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Explaining Science In The Classroom Paperback – November 1, 1996
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"This is a book that expresses complex ideas clearly, and provides examples that science teachers will recognise as faithfully representing the complexities of classroom interactions. It wears its learning lightly, and should not be missed." - Studies in Education "...a seminal contribution to our understanding of a neglected topic...This is an important book...Explaining Science in the Classroom is essential reading for anyone with an interest in science education." - Times Educational Supplement"This is one of the most exciting science education books I have read in a long time, and is destined to be essential reading ona variety of teacher education courses." - Journal of Biological Education "The book will help teachers to gain greater insight into explanation strategies and help to improve students' learning." - School Science Review "...compelling and convincing." - Physics Education "This book is worthy of getting, reading, and most importantly, acting upon." - The Science Teacher "...a very readable guide, full of transcripts of classroom discussions that really show you how to do it. If you want to become a better teacher, you'll like this book." - Journal of Chemical Education "This is an impressive book. It is an example of that rare item - a book about complex scientific ideas, expressed in clear, simple language - built on real teacher - learner conversations. Starting in the classroom, or the laboratory, with the most common occurrence - a teacher offering an explanation, it proceeds by analysing the nature of specific explanations so that teachers can gain fuller insights into what is happening. Having teased out the processes of explanation, the authors then reconstruct them showing how elaboration, transformation and demonstration can enhance the understanding of the learner." - Professor Peter Mortimore
About the Author
Gunther Kress is Professor of Education and English at the Institute of Education, University of London. He has an interest in the interrelations in contemporary texts of different modes of communication and their effects on forms of learning and knowing. His recent publications include Reading Images(1996) with T. van Leeuwen; Before Writing: Rethinking the Paths to Literacy (1997); Multimodal Discourse(2001) with T. van Leewuen; and Literacy in the New Media Age (2002).
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