{"title":"提示科学解释：从社会符号学角度看小学科学课堂教学中的框架设计","authors":"Rachel J. Pinnow, Laura Zangori","doi":"10.1080/07370008.2024.2308283","DOIUrl":null,"url":null,"abstract":"Reforms within science education strive to shift early science instruction (K − 2) so students have ample sense-making opportunities to construct scientific explanations. Classroom discussions play...","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"50 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Cueing Scientific Explanations: A Social Semiotic Perspective on Framing during Science Instruction in the Elementary School Classroom\",\"authors\":\"Rachel J. Pinnow, Laura Zangori\",\"doi\":\"10.1080/07370008.2024.2308283\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Reforms within science education strive to shift early science instruction (K − 2) so students have ample sense-making opportunities to construct scientific explanations. Classroom discussions play...\",\"PeriodicalId\":47945,\"journal\":{\"name\":\"Cognition and Instruction\",\"volume\":\"50 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-01-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognition and Instruction\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/07370008.2024.2308283\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognition and Instruction","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/07370008.2024.2308283","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Cueing Scientific Explanations: A Social Semiotic Perspective on Framing during Science Instruction in the Elementary School Classroom
Reforms within science education strive to shift early science instruction (K − 2) so students have ample sense-making opportunities to construct scientific explanations. Classroom discussions play...
期刊介绍：
Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.
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