| Description |
1 online resource (111 pages). |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
Cognition and Instruction,
0737-0008 ;
Volume 22, Number 4
|
|
Cognition and Instruction ; Volume 22, no. 4.
|
| Bibliography |
Includes bibliographical references at the end of each chapters. |
| Contents |
Cover; References; Introduction to Special Issue: Investigating Participant Structures in the Context of Science Instruction; Understanding the "What," "Why," and "How" of Cultural Tools; Authoritative and Persuasive Nature of Science Learning; Nurturing a Balance between Authoritative and Persuasive Discourse; Participant Structures and the Balancing of Authoritative and Persuasive Discourse; This Study; Background and Prior Findings; Setting and Rationale; Three Participant Structures that Support Student-Directed Inquiry; Method; Findings. |
|
Episode 1: Nascent Use of Structure-Function ReasoningEpisode 2: Partnered Use of Structure-Function Reasoning; Episode 3: Mastery of Structure-Function Reasoning; Discussion; Mastering Cultural Tools Through Teacher-Student Partnership; Appropriating Cultural Tools Through Teacher-Student Partnership; Access and Appropriation as Identity Formation; Mastery and Appropriation Through an Ensemble of Participant Structures; Conclusion and Implications; Acknowledgments; References; The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding. |
|
Unpacking Dialogic Activity Structures at Two Time Scales: Verbal Exchanges And Project UnitsSetting, Data Sources, and Methods; Science Project Unit Activity Structure; Verbal Exchange Activity Structures for Project-Based Learning Environments; Incidence of Verbal Exchange Activity Structures Across Projects; Case Study of Students Utilizing Dialogic Activity Structures for a Science Project; Summary of Project Action; Focusing in on a Specific Issue; Locating and Using Appropriate Empirical Data to Research a Question; Using Empirical Data as Evidence to Support Claims. |
|
Using Inscriptions as Compact Forms of DataRealization of the Project Unit Activity Structure; Functions of Dialogic Activity Structures for Projects; Conclusion and Implications; References; Dialogic Activity Structures for Project-Based Learning Environments; Methods and Data Sources; Paths Project; Cultural Tools in Paths; Participants; Teacher's Role in the Classroom; Problematizing Content; Giving Students Authority; Holding Students Accountable to Others and Disciplinary Norms; Providing Relevant Resources; Findings; Ownership of Ideas; Partisanship; Persuasive Discourse. |
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What Did They Learn?Was the Classroom Equitable?; Discussion; Conclusion; Acknowledgments; References; Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts. |
| Summary |
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Language |
English. |
| Subject |
Cognition in children.
|
|
Cognition in children. |
|
Learning.
|
|
Learning. |
| Genre/Form |
Electronic books.
|
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Electronic books.
|
| Added Author |
Lehrer, Richard, editor.
|
| Other Form: |
Print version: Lehrer, Richard. Investigating Participant Structures in the Context of Science Instruction : A Special Issue of Cognition and Instruction. Hoboken : Taylor and Francis, ©2014 9780805895155 |
| ISBN |
9781135479220 (electronic book) |
|
1135479224 (electronic book) |
|
9781315045986 (electronic book) |
|
1315045982 (electronic book) |
|
9780805895155 |
|
1138460257 |
|
9781138460256 |
|
