Teaching - Language Arts, Study & Teaching of Science, Teaching - Science & Technology, Science - General & Miscellaneous

Talking Science: Language and Learning in Science Classrooms

Name: Talking Science: Language and Learning in Science Classrooms
Author: Wolff-Michael Roth
ISBN: 9780742537064

by Wolff-Michael Roth

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Overview

This book is about the fundamental nature of talk in school science classrooms. In Talking Science, Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. Knowing language, in this view, is no longer distinct from knowing one's way around a particular section of the world. Roth offers a nonrepresentational view of language and dispenses with language as a barrier between the individual subject and the world it knows. In addition, the book includes detailed analyses from actual classrooms that exemplify what such a different approach means for science education. The conclusion is that once we have learned new ways of articulating the world and talking about it, we also have learned to handle the world more easily.

Synopsis

This book is about the fundamental nature of talk in school science. Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. While writing science is one aspect of language in science, talking science may in fact constitute a much more important means by which we navigate and know the world-the very medium through which we do science.

About the Author, Wolff-Michael Roth

Wolff-Michael Roth is Lansdowne Professor, Applied Cognitive Science at the University of Victoria, British Columbia.

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Editorials

Metapsychology

Teacher training departments most certainly ought to have a copy on their library shelves.

Science Education (2)

I would certainly recommend this thought-provoking and stimulating book to anyone who is interested in the theory and practice of teaching and learning science in classroom settings.

Scitech Books News

Roth examines the importance of talking about science in the classroom. He finds that while writing about science is important, it is how instructors describe science and those writings that influences learner outcomes the most.