Primary and middle schools Books

Book SynopsisScience educators have come to recognize children’s reasoning and problem solving skills as crucial ingredients of scientific literacy. As a consequence, there has been a concurrent, widespread emphasis on argumentation as a way of developing critical and creative minds. Argumentation has been of increasing interest in science education as a means of actively involving students in science and, thereby, as a means of promoting their learning, reasoning, and problem solving. Many approaches to teaching argumentation place primacy on teaching the structure of the argumentative genre prior to and at the beginning of participating in argumentation. Such an approach, however, is unlikely to succeed because to meaningfully learn the structure (grammar) of argumentation, one already needs to be competent in argumentation. This book offers a different approach to children’s argumentation and reasoning based on dialogical relations, as the origin of internal dialogue (inner speech) and higher psychological functions. In this approach, argumentation first exists as dialogical relation, for participants who are in a dialogical relation with others, and who employ argumentation for the purpose of the dialogical relation. With the multimodality of dialogue, this approach expands argumentation into another level of physicality of thinking, reasoning, and problem solving in classrooms. By using empirical data from elementary classrooms, this book explains how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.Table of ContentsPreface List of Figures and Tables 1 Argumentation Research in Science Education  Toulmin Argument Patterns  Dialogue and Presumptive Argumentation  Scientific Reasoning through Argumentation  Overview 2 Vygotsky’s Spinozist Perspectives on Language  The Real Life of Language  From Meaning to Sense  The Sense-giving Contexture  The Lived World Indicated by the Sign  The System of Signs  Sign-use as an Expressive Act  Sign-use as a Communicative Act  The Communicative Act as Soliciting a Behavior  The In-order-to Motive and the Now, Here, and Thus of the Communicative Act 3 Children’s Reasoning and Problem Solving  The Complexity of Young Children’s Reasoning  What is Evidence?  Evidence in Nested Sense-giving Contexture 4 Argumentation as Joint Action  The Social Nature of the Word  Argumentation and Emergence  Laying the Garden Path in Walking  Individualizing Collective Claims and Evidence  Resolution of Contradictions and Emergence of New Trouble  The Social Nature of Argumentation 5 The Role of Physical Objects in Science Lessons  The Commonness and Difference of Physical Objects  Abstraction: What is Happening in the Real Event?  Physical Objects that Contribute to the Making of Sense  Learning with Physical Objects 6 Argumentation and Inscriptions  A Lesson Fragment  From Explaining an Observation to Warranting a Claim  Inscriptions in the Establishment of a Warrant  Opportunities Arising from Working on the Chalkboard 7 Argumentation and the Thinking Body  Position and Disposition  Thinking and Speech  Unity/Identity of Body and Mind  On Overcoming the Psychophysical Problem 8 Teaching Argumentation in Elementary Science  Attending to the Physicality of Argumentation  Pointing and Formulating  Being a Member of a Problem-Solving Community Index

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Book SynopsisScience educators have come to recognize children’s reasoning and problem solving skills as crucial ingredients of scientific literacy. As a consequence, there has been a concurrent, widespread emphasis on argumentation as a way of developing critical and creative minds. Argumentation has been of increasing interest in science education as a means of actively involving students in science and, thereby, as a means of promoting their learning, reasoning, and problem solving. Many approaches to teaching argumentation place primacy on teaching the structure of the argumentative genre prior to and at the beginning of participating in argumentation. Such an approach, however, is unlikely to succeed because to meaningfully learn the structure (grammar) of argumentation, one already needs to be competent in argumentation. This book offers a different approach to children’s argumentation and reasoning based on dialogical relations, as the origin of internal dialogue (inner speech) and higher psychological functions. In this approach, argumentation first exists as dialogical relation, for participants who are in a dialogical relation with others, and who employ argumentation for the purpose of the dialogical relation. With the multimodality of dialogue, this approach expands argumentation into another level of physicality of thinking, reasoning, and problem solving in classrooms. By using empirical data from elementary classrooms, this book explains how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.Table of ContentsPreface List of Figures and Tables 1 Argumentation Research in Science Education  Toulmin Argument Patterns  Dialogue and Presumptive Argumentation  Scientific Reasoning through Argumentation  Overview 2 Vygotsky’s Spinozist Perspectives on Language  The Real Life of Language  From Meaning to Sense  The Sense-giving Contexture  The Lived World Indicated by the Sign  The System of Signs  Sign-use as an Expressive Act  Sign-use as a Communicative Act  The Communicative Act as Soliciting a Behavior  The In-order-to Motive and the Now, Here, and Thus of the Communicative Act 3 Children’s Reasoning and Problem Solving  The Complexity of Young Children’s Reasoning  What is Evidence?  Evidence in Nested Sense-giving Contexture 4 Argumentation as Joint Action  The Social Nature of the Word  Argumentation and Emergence  Laying the Garden Path in Walking  Individualizing Collective Claims and Evidence  Resolution of Contradictions and Emergence of New Trouble  The Social Nature of Argumentation 5 The Role of Physical Objects in Science Lessons  The Commonness and Difference of Physical Objects  Abstraction: What is Happening in the Real Event?  Physical Objects that Contribute to the Making of Sense  Learning with Physical Objects 6 Argumentation and Inscriptions  A Lesson Fragment  From Explaining an Observation to Warranting a Claim  Inscriptions in the Establishment of a Warrant  Opportunities Arising from Working on the Chalkboard 7 Argumentation and the Thinking Body  Position and Disposition  Thinking and Speech  Unity/Identity of Body and Mind  On Overcoming the Psychophysical Problem 8 Teaching Argumentation in Elementary Science  Attending to the Physicality of Argumentation  Pointing and Formulating  Being a Member of a Problem-Solving Community Index

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Book SynopsisThis enriched reference guide offers a unique overview of more than 200 picture books published by Canadian publishing houses between 2017–2019. The authors cover key themes in contemporary Canadian titles that match broad curriculum trends in education. Response activities are included in the text, for example frameworks for critical literacy discussions, along with annotated bibliographies that specifically recognize titles by Indigenous authors and illustrators. The book also contains original interviews with a dozen rising stars in Canadian writing and book illustration. While the book is specifically geared for educators, it also supports public libraries, Education researchers, and future picture book creators, as well as families who are interested in learning more about reading development and related literacy activities for the home setting.Trade Review"The diverse skills and experiences of this talented team have resulted in a most valuable book [...] The passion with which Brenna, Dionne, and Tavares have approached their work is obvious. They are to be commended on their achievement". Gregory Bryan, in Canadian Review of Materials, Vol. 28, Issue 25, March 2022.Table of ContentsAcknowledgements About the Authors 1 Introduction 2 Identity Themes 3 Places Near and Far 4 Traditional Tales and Modernised Folk Literature 5 Dual Language Books 6 Predictable Books 7 Our Living Earth 8 Newcomer Experiences 9 Older Characters 10 Facts & Figures 11 Teachable Moments 12 Canadian Classics New and Old 13 Author and Illustrator Spotlight Epilogue Credits References Index

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Book SynopsisThis enriched reference guide offers a unique overview of more than 200 picture books published by Canadian publishing houses between 2017–2019. The authors cover key themes in contemporary Canadian titles that match broad curriculum trends in education. Response activities are included in the text, for example frameworks for critical literacy discussions, along with annotated bibliographies that specifically recognize titles by Indigenous authors and illustrators. The book also contains original interviews with a dozen rising stars in Canadian writing and book illustration. While the book is specifically geared for educators, it also supports public libraries, Education researchers, and future picture book creators, as well as families who are interested in learning more about reading development and related literacy activities for the home setting.Trade Review"The diverse skills and experiences of this talented team have resulted in a most valuable book [...] The passion with which Brenna, Dionne, and Tavares have approached their work is obvious. They are to be commended on their achievement". Gregory Bryan, in Canadian Review of Materials, Vol. 28, Issue 25, March 2022.Table of ContentsAcknowledgements About the Authors 1 Introduction 2 Identity Themes 3 Places Near and Far 4 Traditional Tales and Modernised Folk Literature 5 Dual Language Books 6 Predictable Books 7 Our Living Earth 8 Newcomer Experiences 9 Older Characters 10 Facts & Figures 11 Teachable Moments 12 Canadian Classics New and Old 13 Author and Illustrator Spotlight Epilogue Credits References Index

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