LEADER 04894oam 2200721I 450 001 9910458570703321 005 20200903223051.0 010 $a1-138-46025-7 010 $a1-315-04598-2 010 $a1-135-47922-4 024 7 $a10.4324/9781315045986 035 $a(CKB)2550000001331527 035 $a(EBL)1743849 035 $a(OCoLC)884016987 035 $a(SSID)ssj0001375524 035 $a(PQKBManifestationID)11793805 035 $a(PQKBTitleCode)TC0001375524 035 $a(PQKBWorkID)11335656 035 $a(PQKB)11173734 035 $a(MiAaPQ)EBC1743849 035 $a(Au-PeEL)EBL1743849 035 $a(CaPaEBR)ebr10897009 035 $a(CaONFJC)MIL628638 035 $a(OCoLC)897454187 035 $a(EXLCZ)992550000001331527 100 $a20180706d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aInvestigating participant structures in the context of science instruction/$feditors, Richard Lehrer, Annemarie Sullivan Palincsar ; associate editors, Richard A. Duschl. [et al.] ; journal production editor, Kara Plaza 210 1$a[London] :$cLawrence Erlbaum Associates, Inc. :$cRoutledge,$d2004. 215 $a1 online resource (222 p.) 225 0 $aCognition and Instruction,$x0737-0008 ;$vVolume 22, Number 4 300 $aSpecial issue. 311 $a0-8058-9515-9 311 $a1-306-97387-2 320 $aIncludes bibliographical references at the end of each chapters. 327 $aCover; 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; Findings 327 $aEpisode 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 Scaffolding 327 $aUnpacking 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 Claims 327 $aUsing 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 Discourse 327 $aWhat 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 Concepts 330 $aFirst Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. 410 0$aCognition and instruction ;$vVolume 22, no. 4. 606 $aCognition in children 606 $aLearning 608 $aElectronic books. 615 0$aCognition in children. 615 0$aLearning. 676 $a155.413 701 $aDuschl$b Richard A$g(Richard Alan),$f1951-$0878770 701 $aLehrer$b Richard$0868842 701 $aPalincsar$b Annemarie Sullivan$0950362 701 $aPlaza$b Kara$0950363 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458570703321 996 $aInvestigating participant structures in the context of science instruction$92148730 997 $aUNINA