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Multimodal Teaching and Learning ─ The Rhetorics of the Science Classroom
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This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning.
Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.
Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.
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Gunther Kress is a Professor, Culture Communication and Societies, Institute of Education, University of London.
Carey Jewitt is a Senior Researcher, Culture Communication and Societies, Institute of Education, University of London.
Jon Ogborn is Professor of Science Education, University of Sussex.
Charalampos Tsatsarelis is Director of Research and Developments Centre, The Ziridis Schools, Athens.
Carey Jewitt is a Senior Researcher, Culture Communication and Societies, Institute of Education, University of London.
Jon Ogborn is Professor of Science Education, University of Sussex.
Charalampos Tsatsarelis is Director of Research and Developments Centre, The Ziridis Schools, Athens.
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