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Meaning Making In Secondary Science Classroomsaa
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
Seller: WorldofBooks, Goring-By-Sea, WS, United Kingdom
Seller rating 5 out of 5 stars
Paperback. Condition: Good. The book has been read but remains in clean condition. All pages are intact and the cover is intact. Some minor wear to the spine.
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Meaning Making In Secondary Science Classroomsaa
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
Condition: Good. Most items will be dispatched the same or the next working day. A copy that has been read but remains in clean condition. All of the pages are intact and the cover is intact and the spine may show signs of wear. The book may have minor markings which are not specifically mentioned.
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Meaning Making In Secondary Science Classroomsaa
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
First Edition
paperback. Condition: Like New. 1st Edition. Ships in a BOX from Central Missouri! Like Brand NEW. No tears, highlighting or writing because it's never been used! May have minor shelf wear. UPS shipping for most packages, (Priority Mail for AK/HI/APO/PO Boxes).
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Meaning Making in Secondary Science Classrooms
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
Condition: New.
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Meaning Making in Secondary Science Classrooms (Paperback)
Language: English
Published by Open University Press, Milton Keynes, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
First Edition
Paperback. Condition: 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.
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Meaning Making In Secondary Science Classroomsaa
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
First Edition
paperback. Condition: New. 1st Edition. Ships in a BOX from Central Missouri! UPS shipping for most packages, (Priority Mail for AK/HI/APO/PO Boxes).
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Tapa blanda. Condition: New. Este libro analiza una secuencia didáctica Ğconstructivistağ en una clase de ciencias para la educación obligatoria, destacando un aspecto que, aun siendo importante, ha sido subestimado por la mayoría de los, estudios realizados hasta ahora, como es el papel del, lenguaje y su uso por profesores y alumnos en el proceso de elaboración de conceptos en el aula. Libro.
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Meaning Making in Secondary Science Classrooms
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
Condition: As New. Unread book in perfect condition.
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blanda. Condition: New. Dust Jacket Condition: Nuevo. Rare Book.
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Conceptual Profiles. A theory of teaching and learning scientific concepts.
Book 29 of 40: Contemporary Trends and Issues in Science EducationLanguage: English
Published by Dordrecht, Springer., 2014
ISBN 10: 9048192455 ISBN 13: 9789048192458
Seller: Universitätsbuchhandlung Herta Hold GmbH, Berlin, Germany
Association Member: GIAQ ILAB VDA
Seller rating 4 out of 5 stars
XVII, 330 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Contemporary trends and issues in science education, 42. Sprache: Englisch.
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blanda. Condition: New. Dust Jacket Condition: Nuevo. Rare Book.
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Condition: As New. Unread book in perfect condition.
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Meaning Making in Secondary Science Classrooms
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
US$ 46.56
US$ 19.96 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New.
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Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts
Book 29 of 40: Contemporary Trends and Issues in Science EducationLanguage: English
Published by Springer, New York, NY, U.S.A., 2014
ISBN 10: 9048192455 ISBN 13: 9789048192458
Hardcover. Condition: Very Good. VERY GOOD hardcover, no marks in text, clean exterior, appears unread. Book.
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Meaning Making in Secondary Science Classroomsaa
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
Seller rating 5 out of 5 stars
US$ 53.13
US$ 18.38 shipping
Ships from United Kingdom to U.S.A.Quantity: 7 available
Add to basketPaperback / softback. Condition: New. New copy - Usually dispatched within 4 working days.
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Meaning Making in Secondary Science Classrooms
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
US$ 54.45
US$ 19.96 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: As New. Unread book in perfect condition.
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Lenguaje y Formacion de Conceptos en la Enseñanza de las Ciencias
Language: Spanish
Published by Antonio Machado Libros, 2010
ISBN 10: 8477741506 ISBN 13: 9788477741503
Condition: New. Somos JUANPEBOOKS. Enviamos a todo el mundo por DHL. 100% garantía. Libro nuevo. We ship worldwide by DHL wth tracking. 100% guarentee.
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Multidisciplinary Perspectives on Representational Pluralism in Human Cognition : Tracing Points of Convergence in Psychology, Science Education, and Philosophy of Science
Book 12: Routledge Research in PsychologySeller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
US$ 63.15
US$ 19.96 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: As New. Unread book in perfect condition.
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Meaning Making in Secondary Science Classrooms
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
Seller: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Ireland
Seller rating 5 out of 5 stars
First Edition
Condition: 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. . . . .
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Multidisciplinary Perspectives on Representational Pluralism in Human Cognition : Tracing Points of Convergence in Psychology, Science Education, and Philosophy of Science
Book 12: Routledge Research in PsychologySeller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
US$ 66.27
US$ 19.96 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New.
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LENGUAJE Y FORMACION DE CONCEPTOS EN LA ENSEÑANZA DE LAS CIENCIAS
Language: Spanish
Published by Antonio Machado Libros, 2010
ISBN 10: 8477741506 ISBN 13: 9788477741503
Condition: New. Somos JUANPEBOOKS. Enviamos a todo el mundo por DHL. 100% garantía. Libro nuevo. We ship worldwide by DHL wth tracking. 100% guarentee.
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Meaning Making in Secondary Science Classrooms (Paperback)
Language: English
Published by Open University Press, Milton Keynes, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
First Edition
Paperback. Condition: 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.
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Meaning Making in Secondary Science Classrooms
Language: English
Published by Open University Press, 2003
ISBN 10: 0335212077 ISBN 13: 9780335212071
Condition: 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.
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Multidisciplinary Perspectives on Representational Pluralism in Human Cognition: Tracing Points of Convergence in Psychology, Science Education, and Philosophy of Science
Book 12: Routledge Research in PsychologyUS$ 95.99
US$ 13.31 shipping
Ships from United Kingdom to U.S.A.Quantity: 2 available
Add to basketPaperback. Condition: Brand New. 326 pages. 9.00x6.00x0.74 inches. In Stock.
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Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts (Contemporary Trends and Issues in Science Education, 42)
Book 29 of 40: Contemporary Trends and Issues in Science EducationSeller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
US$ 173.59
US$ 15.94 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In English.
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Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts (Contemporary Trends and Issues in Science Education, 42)
Book 29 of 40: Contemporary Trends and Issues in Science EducationSeller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
US$ 173.59
US$ 15.94 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Science Education Research in Latin America
First Edition
US$ 133.42
US$ 56.90 shipping
Ships from Germany to U.S.A.Quantity: Over 20 available
Add to basketCondition: New.
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Condition: As New. Unread book in perfect condition.
