This book offers specific examples and empirical evidence of how multimodal integrated science-literacy curriculum and teaching in urban primary-grade classrooms give students opportunities to learn science and to develop positive images of themselves as scientists.
This book offers specific examples and empirical evidence of how multimodal integrated science-literacy curriculum and teaching in urban primary-grade classrooms give students opportunities to learn science and to develop positive images of themselves as scientists.
Maria Varelas is Professor of Science Education, Department of Curriculum and Instruction, University of Illinois at Chicago. Christine C. Pappas is Professor Emerita of Literacy and Language Education, Department of Curriculum and Instruction, University of Illinois at Chicago.
Inhaltsangabe
Preface SECTION I 1. Integrating Science and Literacy: Forms and Functions SECTION II 2. Read-Alouds of Children's Literature Information Books: Dialogic Sharing and Intertextuality 3. Children's Language Acts: Diverse Forms of Classroom Participation in Read-Alouds 4. Hands-On explorations that Nurture Scientific Practices: Linking Doing with Thinking and Talking 5. Book Writing and Illustrating: Ways with Text and Pictures 6. Dramatizing as a Tool for Thinking and Speech 7. Scientific Practices in Home Projects: Exploring at Home, Sharing at School SECTION III 8. Learning Together Over Time: Young Children Making Meaning 9. Children's Conceptions of Being Scientists SECTION IV 10. Young Children in Urban Classrooms: Possibilities for Sciencing
Preface SECTION I 1. Integrating Science and Literacy: Forms and Functions SECTION II 2. Read-Alouds of Children's Literature Information Books: Dialogic Sharing and Intertextuality 3. Children's Language Acts: Diverse Forms of Classroom Participation in Read-Alouds 4. Hands-On explorations that Nurture Scientific Practices: Linking Doing with Thinking and Talking 5. Book Writing and Illustrating: Ways with Text and Pictures 6. Dramatizing as a Tool for Thinking and Speech 7. Scientific Practices in Home Projects: Exploring at Home, Sharing at School SECTION III 8. Learning Together Over Time: Young Children Making Meaning 9. Children's Conceptions of Being Scientists SECTION IV 10. Young Children in Urban Classrooms: Possibilities for Sciencing
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