04894oam 2200721I 450 991045857070332120200903223051.01-138-46025-71-315-04598-21-135-47922-410.4324/9781315045986 (CKB)2550000001331527(EBL)1743849(OCoLC)884016987(SSID)ssj0001375524(PQKBManifestationID)11793805(PQKBTitleCode)TC0001375524(PQKBWorkID)11335656(PQKB)11173734(MiAaPQ)EBC1743849(Au-PeEL)EBL1743849(CaPaEBR)ebr10897009(CaONFJC)MIL628638(OCoLC)897454187(EXLCZ)99255000000133152720180706d2004 uy 0engur|n|---|||||txtccrInvestigating participant structures in the context of science instruction/editors, Richard Lehrer, Annemarie Sullivan Palincsar ; associate editors, Richard A. Duschl. [et al.] ; journal production editor, Kara Plaza[London] :Lawrence Erlbaum Associates, Inc. :Routledge,2004.1 online resource (222 p.)Cognition and Instruction,0737-0008 ;Volume 22, Number 4Special issue.0-8058-9515-9 1-306-97387-2 Includes bibliographical references at the end of each chapters.Cover; References; Introduction to Special Issue: Investigating Participant Structures in the Context of Science Instruction; Understanding the "What," "Why," and "How" of Cultural Tools; Authoritative and Persuasive Nature of Science Learning; Nurturing a Balance between Authoritative and Persuasive Discourse; Participant Structures and the Balancing of Authoritative and Persuasive Discourse; This Study; Background and Prior Findings; Setting and Rationale; Three Participant Structures that Support Student-Directed Inquiry; Method; FindingsEpisode 1: Nascent Use of Structure-Function ReasoningEpisode 2: Partnered Use of Structure-Function Reasoning; Episode 3: Mastery of Structure-Function Reasoning; Discussion; Mastering Cultural Tools Through Teacher-Student Partnership; Appropriating Cultural Tools Through Teacher-Student Partnership; Access and Appropriation as Identity Formation; Mastery and Appropriation Through an Ensemble of Participant Structures; Conclusion and Implications; Acknowledgments; References; The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in ScaffoldingUnpacking Dialogic Activity Structures at Two Time Scales: Verbal Exchanges And Project UnitsSetting, Data Sources, and Methods; Science Project Unit Activity Structure; Verbal Exchange Activity Structures for Project-Based Learning Environments; Incidence of Verbal Exchange Activity Structures Across Projects; Case Study of Students Utilizing Dialogic Activity Structures for a Science Project; Summary of Project Action; Focusing in on a Specific Issue; Locating and Using Appropriate Empirical Data to Research a Question; Using Empirical Data as Evidence to Support ClaimsUsing Inscriptions as Compact Forms of DataRealization of the Project Unit Activity Structure; Functions of Dialogic Activity Structures for Projects; Conclusion and Implications; References; Dialogic Activity Structures for Project-Based Learning Environments; Methods and Data Sources; Paths Project; Cultural Tools in Paths; Participants; Teacher's Role in the Classroom; Problematizing Content; Giving Students Authority; Holding Students Accountable to Others and Disciplinary Norms; Providing Relevant Resources; Findings; Ownership of Ideas; Partisanship; Persuasive DiscourseWhat Did They Learn?Was the Classroom Equitable?; Discussion; Conclusion; Acknowledgments; References; Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With ConceptsFirst Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.Cognition and instruction ;Volume 22, no. 4.Cognition in childrenLearningElectronic books.Cognition in children.Learning.155.413Duschl Richard A(Richard Alan),1951-878770Lehrer Richard868842Palincsar Annemarie Sullivan950362Plaza Kara950363MiAaPQMiAaPQMiAaPQBOOK9910458570703321Investigating participant structures in the context of science instruction2148730UNINA