Common Knowledge : The Development of Understanding in the Classroom

2012-06-21book1,330 citationsclosed

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Educational Theory and Curriculum Studies Science Education and Pedagogy Mathematics Education and Teaching Techniques

Abstract

This book is about education as a communicative process, about how knowledge is presented, received, controlled, understood and misunderstood by teachers and children in the classroom.

Citations in this library

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Cited by

1998Chapter 4: Discourse Analysis, Learning, and Social Practice: A Methodological Study

2006Classroom Interaction in Science: Teacher questioning and feedback to students’ responses

1996The quality of talk in children's collaborative activity in the classroom

2003THE PLACE OF ARGUMENTATION IN THE PEDAGOGY OF SCHOOL SCIENCE

2006Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry

2008The Seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis

1992Rethinking science education: Beyond piagetian constructivism toward a sociocultural model of teaching and learning

2001Developing Formative Assessment in the Classroom: Using action research to explore and modify theory