1st Edition

Investigating Participant Structures in the Context of Science Instruction A Special Issue of Cognition and Instruction

Edited By Richard Lehrer, Annemarie Sulli Palincsar Copyright 2005
    110 Pages
    by Routledge

    110 Pages
    by Routledge

    First Published in 2004. This special issue of Cognition and Instruction features three manuscripts investigating particular aspects of classroom participant structures, specifically in the context of science instruction. Participant structures is a term introduced four decades ago to describe the roles, rights, and responsibilities regarding who can say what, to whom, and when in the course of classroom activity.

    Volume 22, Number 4, 2004
    Contents: Introduction to the Special Issue: Investigating Participant Structures in the Context of Science Instruction. I. Tabak, E. Baumgartner, The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding. J.L. Polman, Dialogic Activity Structures for Project-Based Learning Environments. L.L. Cornelius, L.R. Herrenkohl, Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts.

    Biography

    Richard Lehrer, Annemarie Sulli Palincsar