Cueing Scientific Explanations: A Social Semiotic Perspective on Framing during Science Instruction in the Elementary School Classroom

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2024-01-31 DOI:10.1080/07370008.2024.2308283

Rachel J. Pinnow, Laura Zangori

引用次数: 0

Abstract

Reforms within science education strive to shift early science instruction (K − 2) so students have ample sense-making opportunities to construct scientific explanations. Classroom discussions play...

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提示科学解释：从社会符号学角度看小学科学课堂教学中的框架设计

科学教育改革致力于转变早期科学教学（K-2），使学生有充分的感性认识机会来构建科学解释。课堂讨论起到了...

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来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.