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Apprenticing Students Into Science: Doing, Talking & Writing Scientifically, by John Polias
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This is a book for teachers of school science who wish to maximise the learning in their classrooms.
It is equally valuable for anyone interested in understanding how the discipline of science goes about doing what it does linguistically.
The book's aim is to show how the teaching of science can be improved through an understanding of the patterns in its knowledge and patterns in its language. It makes explicit the implicit patterns for both science teachers and students. By having a pedagogy that is based on denaturalising the naturalised patterns of meaning-making in science, students are not only successful within a lesson and across many lessons but, critically, are scaffolded into a deeper understanding of scientific knowledge.
Apprenticing Students Into Science: Doing, Talking & Writing Scientifically features:
- sample science texts with analyses of their structure, visuals and language
- explanations and illustrations of macro-scaffolding, meso-scaffolding and micro-scaffolding
- examples of cycles of teaching and learning based on theories of language and thought
- illustrations of pedagogical resonance -- synchronising the patterns in what is being taught with how it is taught
- easy-to-understand-and-use examples of teaching using the language patterns of science.
- Sales Rank: #1627318 in Books
- Published on: 2016-03-10
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .45" w x 7.00" l, .94 pounds
- Binding: Paperback
- 174 pages
About the Author
John Polias is an international consultant in teaching and learning with a focus on language, especially in multilingual learning contexts. He is a science, mathematics, visual arts and linguistics graduate. Much of his work has been in partnership with the South Australian Department of Education and Child Development, The Education Bureau of Hong Kong, and The Hong Kong Polytechnic University. As one of the two directors of Lexis Education, he writes and delivers professional development courses for international schools around the world. His interests lie in developing cross-curriculum pedagogies that are underpinned by the role of language but which also have a multisemiotic approach.
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