Literaturnachweis - Detailanzeige
| Autor/inn/en | Forman, Ellice Ann; Ansell, Ellen |
|---|---|
| Titel | Orchestrating the Multiple Voices and Inscriptions of a Mathematics Classroom. |
| Quelle | In: Journal of the Learning Sciences, 11 (2002) 2-3, S.251-74Infoseite zur Zeitschrift |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1050-8406 |
| Schlagwörter | Cognitive Processes; Concept Formation; Cooperation; Learning Strategies; Learning Theories; Middle Schools; Problem Based Learning; Research Methodology; Science Education; Scientific Methodology; Secondary Education Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Co-operation; Kooperation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Middle school; Mittelschule; Mittelstufenschule; Problem-based learning; Problemorientiertes Lernen; Research method; Forschungsmethode; Naturwissenschaftliche Bildung; Sekundarbereich |
| Abstract | Explores how inscriptions are used to create argumentative positions in two classroom episodes. Finds that the classroom activities resembled those of scientific communities in several ways: (1) Real-world, dilemma-driven problems were presented; (2) students evaluated the inscriptions offered in terms of their adequacy for advancing particular knowledge claims; and (3) the teachers helped their students reflect on, clarify, expand, evaluate, oppose, or integrate each other's explanations into their argumentative positions. (Author/MM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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