Multimodal Teaching and Learning: The Rhetorics of the Science ClassroomBloomsbury Publishing, 11 sept 2014 - 208 páginas 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. |
Índice
| 1 | |
| 13 | |
Chapter 2 Multimodality | 51 |
Chapter 3 Analysing action in the science classroom | 73 |
Chapter 4 Shapes of knowledge | 119 |
Learning to be scientific | 151 |
Students signs as evidence of learning | 169 |
Chapter 7 Materiality as an expression of learning | 183 |
Chapter 8 Conclusion | 205 |
| 215 | |
| 219 | |
Otras ediciones - Ver todo
Multimodal Teaching and Learning: The Rhetorics of the Science Classroom Gunther Kress,Carey Jewitt,Jon Ogborn,Tsatsarelis Charalampos Vista previa restringida - 2014 |
Multimodal Teaching and Learning: The Rhetorics of the Science Classroom Gunther Kress,Carey Jewitt,Jon Ogborn,Tsatsarelis Charalampos Vista previa restringida - 2001 |
Multimodal Teaching and Learning: The Rhetorics of the Science Classroom Gunther Kress,Carey Jewitt,Jon Ogborn,Tsatsarelis Charalampos Vista previa restringida - 2001 |
Términos y frases comunes
abstract Alamin analogy analysis articulated aspects blood cells blood circulation boiling tube cell membrane cell wall central chloroplasts classroom interaction clingfilm colour complex composition concept map construction context contrast culture cycle diagram different modes draw engaged entities equipment everyday example experience expression Figure focus focused foregrounded genre gesture Gunther Kress heart imaginary demonstration interest involved kilojoules Kress language liquid material meaning meaning-making resource mediated modes of communication movement multimodal approach multimodal communication narrative nucleus objects organs particles particular potentials produced realized red blood cell relation relationships represented rhetorical frames role Sarangi science classroom science education scientific semiosis series of lessons shaping of knowledge shift sign-making signifier small intestine social semiotic solid space specific structures Student B’s student’s text suggest Table task teacher’s actions teachers and students teaching and learning textbook textual texture transcript transformed triptych vacuole verbal white blood cells whiteboard worksheet writing