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dc.contributor.authorWilson, JM
dc.date.accessioned2019-06-17T23:55:50Z
dc.date.available2019-06-17T23:55:50Z
dc.date.issued1999
dc.identifier.issn0950-0693
dc.identifier.doi10.1080/095006999290192
dc.identifier.urihttp://hdl.handle.net/10072/119333
dc.description.abstractFramed by the Vygotskian claim that human action is mediated by tools and signs, in particular the use of language, this study examined the words used by five teachers in six upper-secondary chemistry classrooms across sixty-nine lessons. Content analyses of verbatim transcripts produced frequency counts of words used to direct the attention of students to the processes of thinking and expressing thoughts about chemistry, that is words with a metacognitive and metalinguistic function. While there was some individual variation among teachers, this word use was generally limited in extent and simple or colloquial in expression, and the language of the enacted curriculum did not match the terminology of the official curriculum document. A series of questions about the importance of language about thinking and expressing ideas in Chemistry is raised for future consideration.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherTaylor & Francis
dc.publisher.placeUK
dc.relation.ispartofpagefrom1067
dc.relation.ispartofpageto1084
dc.relation.ispartofissue10
dc.relation.ispartofjournalInternational Journal of Science Education
dc.relation.ispartofvolume21
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1608
dc.subject.fieldofresearchcode1303
dc.titleUsing words about thinking: Content analyses of Chemistry Teachers' classroom Talk
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Sciences, Griffith Institute for Drug Discovery
gro.hasfulltextNo Full Text
gro.griffith.authorWilson, Janice M.


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