This book focuses on the talk of science classrooms and in particular on the ways in which the different kinds of interactions between teachers and students contribute to meaning making and learning. Focuses on the talk of science classrooms and in particular on the ways in which the different kinds of interactions between teachers and students contribute to meaning making and learning central to the text is a analytical framework for characterising the key features of the talk of school science classrooms. Abstract in this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. For complex learning activities such as enga ging in the practice of modelling in science the ways in which teachers use language to frame the intellectual and material work of classrooms for . In contrast the authors focus attention on how meaning making in classrooms can be examined analytically they argue for recognition of the importance of language for science learning from the point of view of both practitioners and analysts
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