References
Aikenhead, G.S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52.
Aikenhead, G.S.,
Jegede O., & Allen, N. (1999). Culture Studies in Science Education:
Students' Indigenous Cultures versus the Culture of Science. NARST Preconference
Session (Boston,
1999) and website resource:
http://www.ouhk.edu.hk/cridal/misc/iosteculture.html
(last visited 12/6/99).
Allen, N.J. & Crawley, F. E. (1998). Voices from the bridge: Worldview conflicts of Kickapoo students of science. Journal of Research in Science Teaching, 35 (2), 111-132.
Atwater, M. M. (1994). Research on cultural diversity in the classroom. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 558-576). New York: Macmillan.
Baker, D. R. (1998). Equity
issues in science education. In B.
J. Fraser & K. G. Tobin. (Eds.) International Handbook of Science
Education (pp. 869-895). Boston:
Kluwer.
Barba, R.H. (1993). A study of culturally syntonic variables in the bilingual/bicultural science classroom. Journal of Research in Science Teaching, 30(9), 1053-1071.
Bazerman, C. (1988). Shaping written knowledge. Madison, Wis.: University of Wisconsin Press.
Cobern, W.W. (1996). Worldview theory and conceptual change in science education. Science Education, 80, 579-610.
Burke, K. (1966). Language as symbolic action. Berkeley, CA: University of California Press.
Burke, K. (1969). A rhetoric of motives. Berkeley, CA: University of California Press.
Cazden, C. (1988). Classroom discourse: The language of teaching and learning, Heinemann, Portsmouth, NH.
Cole, M. (1996). Cultural psychology. Cambridge, MA: Harvard University Press.
Costa, V.B. (1995). When science is another world: Relationships between worlds of family, friends, school, and science. Science Education, 79, 313-333.
Cumming, J. & Wyatt-Smith, C. (1998). Examining the literacy curriculum relationship in post-compulsory schooling. Brisbane: Center for Literacy Education Research, Griffith University.
Edelson, D., Pea, R., & Gomez, L. (1996). Constructivism in the collaboratory. In B. Wilson (Ed.), Constructivist learning environments (pp.151-164). Englewood Cliffs, NJ: Educational Technology Publications
Egan-Robertson, A., & Bloome, D. (Eds.). (1998). Students as researchers of culture and language in their own communities. Cresskill, NJ: Hampton Press.
Foucault, M.
(1969). The archeology of knowledge. New York: Random House.
Fraser, B. & Tobin, K. (Eds). (1998). International
handbook of science education. Dordrecht,
Netherlands: Kluwer.
Gallard, A., Viggiano, E., Graham S., Stewart, G., & Vigliano, M. (1998). The learning of voluntary and involuntary minorities in science classrooms. In B. J. Fraser & K. G. Tobin. (Eds.), International handbook of science education (pp. 869-895). Boston: Kluwer.
Gee, J.P. (1990). Social linguistics and literacies. London: Falmer Press.
Geertz, C. (1983). Local knowledge. New York: Basic Books.
Halliday, M.A.K. (1978). Language as social semiotic. London: Edward Arnold.
Halliday, M.A.K. (1994). An introduction to functional grammar. 2nd Edition. London: Edward Arnold.
Haraway, D. (1989). Primate visions. New York: Routledge.
Haraway, D. (1991). Simians, cyborgs, and women. New York: Routledge.
Haraway, D. (1999). Modest Witness @ Second Millennium. [sic] New York: Routledge.
Harding, S. (1993). The ‘racial’ economy of science. [sic] Indianapolis: Indiana University Press.
Hasan, R. (1988). Language and socialisation: home and school. In L. Gerot, J. Oldenberg, & T. van Leeuwen, (Eds.), Language in the processes of socialisation. Sydney: Macquarie University.
Hasan, R. (1995). On social conditions for semiotic mediation. In A. Sadownik (Ed.), Knowledge and pedagogy. Norwood, NJ: Ablex.
Heath, S.B. (1983). Ways with words. London: Cambridge University Press.
Hutchins, E. (1980). Culture and inference. Cambridge, MA: Harvard University Press.
John-Steiner, V. (1985). Notebooks of the mind. New York: Harper & Row.
Kamen, M.,
Roth, W.-M., Flick, L., Shapiro, B., Barden, L., Kean, E., Marble, S., &
Lemke, J. (1997). A multiple perspective analysis of the role of language in
inquiry science learning: To build a tower. Electronic Journal of Science
Education. [http://unr.edu/homepage/jcannon/ejse/kamen_etal.html]
Keeves, J. & Kotte, D. (1992). Disparities between the sexes in science education. In J. Keeves, (Ed.), The IEA study of science III (pp.141-164). Elmsford, NY: Pergamon.
Kress, G. & van Leeuwen, T. (1996). Reading images: the grammar of visual design. London: Routledge.
Latour, B. (1987). Science in action. Cambridge, MA: Harvard University Press.
Latour, B. (1993). We have never been modern. Cambridge, MA: Harvard University Press.
Lave, J. (1988). Cognition in practice. Cambridge, UK: Cambridge University Press.
Lemke, J.L. (1983a). Classroom Communication of Science. Final Report to the U.S. National Science Foundation. Arlington, VA: ERIC Documents Service (ED 222 346).
Lemke, J.L. (1983b). Thematic analysis: Systems, structures, and strategies. Semiotic Inquiry 3 (2): 159-187.
Lemke, J.L. (1985). Ideology, intertextuality, and the notion of register. In J.D. Benson & W.S. Greaves (Eds.), Systemic perspectives on discourse (pp.275-294). Ablex.
Lemke, J.L. (1987). Strategic Deployment of Speech and Action: A Sociosemiotic Analysis In J.Evans & J.Deely, (Eds.), Semiotics 1983: Proceedings of the Semiotic Society of America (pp.67-79). New York: University Press of America.
Lemke, J.L. (1990). Talking science: language, learning, and values. Norwood, NJ: Ablex Publishing.
Lemke, J.L.
(1994). The missing context in science education: Science. Paper
presented at American Educational Research Association annual meeting, Atlanta,
GA (April 1992). Arlington VA: ERIC
Documents Service (ED 363 511).
Lemke, J.L. (1995). Textual Politics. London: Taylor & Francis.
Lemke, J.L.
(1998a). Multiplying meaning: Visual and verbal semiotics in
scientific text. In J.R. Martin & R. Veel, (Eds)., Reading
science (pp.87-113). London:
Routledge.
Lemke,
J.L. (1998b). Analysing verbal data: Principles, methods, and problems in
K. Tobin & B. Fraser (Eds.), International handbook of science education
(pp. 1175-1189). London: Kluwer
Academic Publishers.
Lemke, J.L. (In press, a). Multimedia literacy demands of the scientific curriculum. Linguistics and Education 11.
Lemke, J.L. (In press, b). Opening up closure: Semiotics across scales. To appear in J. Chandler & G. van de Vijver, (Eds.), Closure: Emergent organizations and their dynamics. New York: New York Academy of Science.
Lemke, J.L. (In press, c). Becoming the village: Education across lives. To appear in G. Wells & G. Claxton, (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education. London: Blackwells.
Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English language backgrounds.
Educational Researcher, 27(3), 1-10.
Leontiev, A.N. (1978). Activity, consciousness, and personality. Englewood Cliffs, N.J. : Prentice-Hall
Lynch, M. & Woolgar, S. Eds. (1990). Representation in scientific practice. Cambridge, MA: MIT Press.
Martin, J.R. (1992). English text. Philadelphia: John Benjamins.
Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
Mishler, E. (1984). The discourse of medicine. Norwood, NJ: Ablex.
Ogborn, J., Kress, G., Martins, K., & MacGillicudy, K. (1996). Explaining science in the classroom. London: Open University Press.
Parker, L., Rennie, L. & Harding, J. (1995). Gender equity. In B. Fraser & H. Walberg, Eds. Improving science education (pp.186-210). Chicago: NSSE.
Posner, G. J., Strike, K. A., Hewson, P. W. & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-27.
Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.
Rosen, R. (1985). Anticipatory systems. New York: Pergamon.
Roth, W.-M. (1995). Authentic school science. Dordrecht, Netherlands: Kluwer Academic Publishing.
Roth, W.-M. (1996). The co-evolution of situated language and physics knowing. Journal of Science Education and Technology, 3, 171-191.
Roth, W.-M. (1998a). Designing communities. Dordrecht, Netherlands: Kluwer Academic Publishing.
Roth, W.-M., & McGinn, M. K. (1998b). Knowing, researching, and reporting science education: Lessons from science and technology studies. Journal of Research in Science Teaching, 35, 213-235.
Roth, W.-M., & Bowen, G. M. (1999a). Of cannibals, missionaries, and converts: graphing competencies from grade 8 to professional science inside (classrooms) and outside (field/laboratory). Science, Technology, & Human Values, 24, 179-212.
McGinn, M. K., & Roth, W.-M. (1999b). Towards a new science education: Implications of recent research in science and technology studies. Educational Researcher, 28(3), 14-24.
Roth, W.-M. (1999c). Discourse and agency in school science laboratories. Discourse Processes, 28, 27-60.
Santa Barbara Classroom Discourse Group. (1993). Special issue of Linguistics and Education 5(3-4): 231-410.
Scardamalia, M., Bereiter, C., Brett, C., Burtis, P.J., Calhoun, C., & Smith Lea, N. (1992). Educational applications of a networked communal database. Interactive Learning Environments, 2(1), 45-71.
Shapin, S. & Schaffer, S. (1985). Leviathan and the air-pump. Princeton, NJ: Princeton University Press.
Sinclair, J., & Coulthard, M. (1975). Towards an analysis of discourse. London: Oxford University Press.
Spindler, G. (1987). Education and cultural process (2nd edition). Prospect Heights, IL: Waveland Press.
Stillar, G. (1998). Analyzing everyday texts. Thousand Oaks, CA: Sage.
Sutton, C.R. (1992). Words, science, and learning. Buckingham UK: Open University Press.
Sutton, C.R.
(1998). New perspectives on language in science. In Fraser, B. & Tobin, K. (Eds). International Handbook of
Science Education. Dordrecht,
Netherlands: Kluwer.
Turner, S. & Sullenger, K. (1999). Kuhn in the classroom, Lakatos in the lab: Science educators confront the nature-of-science debate. Science, Technology and Human Values 24 (1): 5-30.
Tauber, A. Ed. (1996). The elusive synthesis: aesthetics and science. Dordrecht: Kluwer.
Vygotsky, L. (1963). Thought and language. Cambridge, MA: MIT Press. (Translation of the Russian original, published 1934.)
Vygotsky, L. (1971). The psychology of art. Cambridge, MA: MIT Press.
Wallace, A.F.C. (1970). Culture and personality. Second edition. New York: Random House.
Wechsler, J. Ed. (1977). On esthetics in science. Cambridge, MA: MIT Press.
Wells, G. (1986). The Meaning Makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann Educational Books.
Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press.
Wells, G. (In press). Modes of meaning in a science activity. Linguistics and Education 11.