Creating Scientific Communities in the Elementary Classroom

ISBN-10: 0325000085
ISBN-13: 9780325000084
Edition: 1998
List price: $37.15
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Description: It is commonplace today to read about the importance of collaborative,hands-on science. But can we assume that children build knowledge simplythrough their interactions with materials and each other? How can we besure that students are engaged in  More...

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Book details

List price: $37.15
Copyright year: 1998
Publisher: Heinemann
Publication date: 3/31/1998
Binding: Paperback
Pages: 174
Size: 7.25" wide x 9.25" long x 0.50" tall
Weight: 0.682
Language: English

It is commonplace today to read about the importance of collaborative,hands-on science. But can we assume that children build knowledge simplythrough their interactions with materials and each other? How can we besure that students are engaged in meaningful and productive scientificinquiry? In Creating Scientific Communities, two classroom teachersand two university researchers reveal what a better understanding of earlyscientific literacy can tell us. Based on transcripts of classroom conversations and samples of children's writing, Creating Scientific Communities looks at the social context of the elementary classroom and its impact on science teaching and learning. In lessons structured much like those in a writers workshop, group work in science is bracketed by whole class meetings, providing numerous opportunities for students to construct meaning through dialogue with each other and their teacher. Throughout the lessons, the teachers use a variety of discourse strategies - including questioning, modeling, and dialogue journals - to support, extend, and ultimately assess their students' understanding. An approach to scientific inquiry that centers on group work and dialogue is necessarily unpredictable. Teachers must be purposeful, yet flexible, and collaboration must be guided by shared rules and norms. In Creating Scientific Communities, you will witness how these teachers and researchers collaborated to develop classroom environments in which students learn more than scientific concepts and procedural skills, they acquire the values and attitudes associated with successful scientific collaboration.

Leslie Rupert Herrenkohl, Ph.D., is Associate Professor in the Learning Sciences and Human Development and Cognition Programs in the College of Education at the University of Washington. She teaches in the Elementary Master's in Teaching Program. Dr Herrenkohl studies the intellectual, social, and emotional aspects of children's development as science learners in formal and informal settings. She enjoys collaborating with practitioners to apply developmental theory to support the design of learning environments. Her work has been included in the national panel summary of school-based science learning, Taking Science to School: Learning and Teaching Science in Grades K-8 (2007) and was featured as one of twelve case examples in the volume on applying science research to teaching practice, Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms (2008). She served on the oversight panel for the recently released Surrounded by Science: Learning Science in Informal Environments (2010). Dr Herrenkohl has received funding from the National Science Foundation, the Spencer Foundation, and the James S. McDonnell Foundation.

Introduction
Collaborative Learning Among Teachers and Researchers
The Importance of Talking and Writing in Science
Acquiring Scientific Habits of Mind in a Learning
Community Dancing on the Table: The Active Cooperative Science
Classroom Science Talk Dialogue Journals in Science
Making Connections Assessment Stories of Ross

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