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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.
This book takes a radically new 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 process of learning. In demonstrating that
communication always draws on a multiplicity of modes of
representation, and of communication, the book constitutes a
profound challenge to accepted views of language as the dominant,
or perhaps only significant and rational means of representation.
Instead, the book suggests that communication proceeds by many
modes, of which language is one and not necessarily the dominant
one, and it opens a whole new set of questions: if language is not
the sole, or even the dominant mode, what are the roles of other
modes and how are the
This book takes a radically new 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 process of learning. In demonstrating that
communication always draws on a multiplicity of modes of
representation, and of communication, the book constitutes a
profound challenge to accepted views of language as the dominant,
or perhaps only significant and rational means of representation.
Instead, the book suggests that communication proceeds by many
modes, of which language is one and not necessarily the dominant
one, and it opens a whole new set of questions: if language is not
the sole, or even the dominant mode, what are the roles of other
modes and how are the
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