Talking Science: Language, Learning, and Values

by Jay L. Lemke

Talking Science discusses the role of language in teaching and in communication of scientific and technical subjects. It identifies and analyzes the many strategies teachers and students use to communicate about science and to influence one another's beliefs and behavior. Special emphasis is placed on analyzing patterns of social interaction, the role of language and semantics in communicating scientific concepts, and the social values and interests which lie behind these patterns of communication. Working from transcripts of recordings made in real science classrooms, this volume goes beyond previous work on the organization of classroom discourse to show how the conceptual content of a specialized subject is actually communicated through the semantic patterns that teachers and students weave with language. Modern techniques of discourse analysis are used to place the communication of science in the context of classroom lessons, debates, and disruptions. Critical analysis further shows how a mystique of science is perpetuated in classrooms and identifies the hidden social interests it serves.

Genres: Science, Education

261 pages, Paperback

First published January 1, 1993

About the author

Jay Lemke is Professor Emeritus at the City University of New York. He has also been Professor in the PhD Programs in Science Education, Learning Technologies, and Literacy Language and Culture at the University of Michigan (Ann Arbor) and most recently adjunct Professor in Communication at the University of California - San Diego and Senior Research Scientist in the Laboratory for Comparative Human Cognition (LCHC). Professor Lemke's research investigates multimedia communication, learning, and emotion in the context of social and cultural change.

Reviews

[Rafael Mendes · Rating 5 out of 5]

Livro muito bom

[Leanna Aker · Rating 4 out of 5]

This was a great book for teachers (and teachers of teachers) to begin to think about the role of language in the science classroom. The book begins with some highly technical linguistic analysis, which may at first seem like unnecessary information. However, it sets the stage for: a) how complex language really is, particularly in a field like science, b) making conscious the subconscious ways teachers use language to impart meaning, and c) establishing the importance of giving students the opportunity to talk science. Chapters 3 and 5 were perhaps the most impactful, laying the groundwork for how language interactions communicate messages of control, and how teachers inadvertently turn students off to science. The book ends with some interesting (yet somewhat controversial) recommendations for how to improve science instruction. I took off one star, because I feel that from a flow perspective, the book was disjointed....the last chapter on semiotics being one of those. I think the book could have done without that chapter, for example, and been completely coherent.

[Kate M · Rating 4 out of 5]

Im actually reading this for school, but it's a good read. It's all about discourse in science classrooms and how humans negotiate meaning and meaning-making via language. Right up my alley, given what I enjoy in educational research.

I actually finished this a while ago, but I am not exactly sure when.

[Roslynn · Rating 5 out of 5]

Good start to understand the importance of language in science especially talking science