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ERIC Number: EJ584561
Record Type: Journal
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0305-7267
Teacher Talk and Meaning Making in Science Classrooms: A Vygotskian Analysis and Review.
Scott, Philip
Studies in Science Education, v32 p45-80 1998
Uses a theoretical framework derived from Vygotsky's writings to review studies of science classroom discourse interactions between teachers and students. Suggests that shifting the research focus from isolated instructional activities to promote conceptual change toward viewing such activities in the critically influential context of an ongoing flow of discourse could greatly inform teaching practices. Contains 77 references. (WRM)
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A