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"Tsatsarelis, Charalampos"
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Multimodal teaching and learning : the rhetorics of the science classroom
This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.
eBook
Multimodal teaching and learning : the rhetorics of the science classroom
Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University.This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.
eBook
Children's reasoning with schemes in the context of science education: studies of exemplification, analogy and transformation
It is clear from common experiences that abstract ideas are often difficult to understand, and that the use of concrete examples is often useful, perhaps always necessary. The research investigates some aspects of the relation between abstraction and examples: how 11-12 year old children move in their thinking between more and less generic levels; between greater and lesser degrees of abstraction; from example to generalization and vice versa, in the context of science education. The central interest is in how children use and modify concrete reasoning schemes. Its significance is in eliciting deep and implicit ideas which affect how children learn science. The empirical work consists of four related studies. The analysis is both qualitative and quantitative, in both cases looking for patterns in response. The first study explores the limitations of the boundaries of ontological categories in children's transformations of entities. Results provide evidence that ontological categories such as natural kinds and artefacts exist in thinking and that schemes are the \"bridges\" which can make possible even cross-ontological transformations. The second study explores the way that dimensions organise various entities and suggests a novel analysis of analogies. Results show that schemes appear in children's reasoning as packages. The presence of one scheme may predict the presence of another. Children use schemes such as \"flow\" and \"path\", which interact and modify one another. The use of examples in science teaching varies. The focus of the third study is on the analysis of examples of ideas in terms of objects which can be seen schematically. Results show that children are able to give consistent examples, in many cases different from the examples in their text books. Schemes that are used by children in the description of objects appear together across the various examples. Examples constrain the schemes children use to describe entities that take part in them. Examples work rather like metaphors. The fourth study shows that children are able to establish connections between concrete examples and generalizations. They think of some instances as better examples of ideas than others. The fit between examples and ideas is good when schemes such as `support', 'border', 'autonomous action' or better when several such anticipated schemes, are satisfied and poor when some are and some not.
Dissertation