Literaturnachweis - Detailanzeige
| Autor/inn/en | Schoerning, Emily; Hand, Brian |
|---|---|
| Titel | Using Language Positively: How to Encourage Negotiation in the Classroom |
| Quelle | In: Science and Children, 50 (2013) 9, S.42-45 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8148 |
| Schlagwörter | Class Activities; Classroom Techniques; Peer Mediation; Peer Groups; Science Education; Classroom Environment; Audience Response; Listening; Discussion (Teaching Technique); Communication Strategies; Communication Skills; Interpersonal Competence; Scientific Literacy; Teaching Methods |
| Abstract | The importance of argument in science teaching is a hot topic. Educators are told "doing science" doesn't just involve following a scientific method; it involves the restructuring and refinement of ideas through negotiation and critique with other people. Understanding the importance of argument is one thing, but even for the enthusiastic and educated teacher, getting students to engage in meaningful peer-to-peer negotiation and critique can be a challenge. Thinking about what negotiation is and how language can foster negotiation can assist teachers in creating learning environments that support peer-topeer negotiation. Using the word "negotiation" emphasizes to students and teachers that this is a process they will go through together. This article describes ways to encourage this process. (ERIC). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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