Explaining Science In The Classroom - Softcover

Ogborn, Jon

Softcover

ISBN 10: 0335197191 ISBN 13: 9780335197194

Publisher: Open University Press, 1996

Synopsis

Is explaining science just an art, or can it be described, taught and learned? That is the question posed by this book. From extensive classroom observations, the authors give vivid descriptions of how teachers explain science to students, and provide their account with a sound theoretical basis.

About this title

About the Author

Jon Ogborn is Professor of Science Education. Responsible (with Paul Black) for Nuffield Advanced Physics, he has also done research on basic categories of thinking, on computer tools to develop reasoning, and on the learning and communicating of science.Gunther Kress is Professor of Education/English. He has written many books on language, visual and other non-verbal kinds of communication, and on the social nature of communication. His current interests are in literacies, curriculum and social futures.Isabel Martins taught physics at high school level and studied science education in Brazil and the U.K. She is now a researcher in science education and is interested in models of cognition and in the communication of science to lay audiences. Kieran McGillicuddy is a linguist and former high school teacher who studied at the University of Sydney, and is currently interested in the inter-relationships of language, action and the meaning of things. He has also taught communication and media studies.All four authors work at the Institute of Education, University of London.

Review

"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

Edition details

• Publisher: Open University Press
• Publication date: 1996
• Language: English
• ISBN 10: 0335197191
• ISBN 13: 9780335197194
• Binding: Paperback
• Number of pages: 160