Advanced search
Publication Cover
Mind, Culture, and Activity Volume 10, 2003 - Issue 3
Submit an article Journal homepage
388
Views
22
CrossRef citations to date
0
Altmetric
Original Articles

The Architecture and Dynamics of Intersubjectivity in Science Classrooms

Eduardo F. Mortimer
&
James V. Wertsch
Pages 230-244 | Published online: 17 Nov 2009

Citations (22)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (6)

Rossana Mary Fujarra Beraldo, M. Beatrice Ligorio & Silviane Barbato. (2018) Intersubjectivity in primary and secondary education: a review study. Research Papers in Education 33:2, pages 278-299.
Read now
Estella Williams Chizhik & Alexander Williams Chizhik. (2018) Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs. The Teacher Educator 53:1, pages 67-85.
Read now
Nina Helgevold. (2016) Teaching as creating space for participation – establishing a learning community in diverse classrooms. Teachers and Teaching 22:3, pages 315-328.
Read now
Audrey Msimanga & Anthony Lelliott. (2014) Talking Science in Multilingual Contexts in South Africa: Possibilities and challenges for engagement in learners home languages in high school classrooms. International Journal of Science Education 36:7, pages 1159-1183.
Read now
Luca Tateo. (2009) The Possibility of Perfect Intersubjectivity. Mind, Culture, and Activity 16:2, pages 198-200.
Read now
MitchellJ. Nathan, Billie Eilam & Suyeon Kim. (2007) To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom. Journal of the Learning Sciences 16:4, pages 523-563.
Read now

Articles from other publishers (16)

Corinna Mönch & Silvija Markic. (2022) Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge. Education Sciences 12:4, pages 244.
Crossref
Karen D. Larison. (2021) On Beyond Constructivism. Science & Education 31:1, pages 213-239.
Crossref
Valeria M. Cabello, Patricia M. Moreira & Paulina Griñó Morales. (2021) Elementary Students’ Reasoning in Drawn Explanations Based on a Scientific Theory. Education Sciences 11:10, pages 581.
Crossref
Raúl Orduña Picón, Hannah Sevian & Eduardo F. Mortimer. (2020) Conceptual Profile of Substance. Science & Education 29:5, pages 1317-1360.
Crossref
Mariano Castellaro & Nadia Soledad Peralta. (2020) Pensar el conocimiento escolar desde el socioconstructivismo: interacción, construcción y contexto. Perfiles Educativos 42:168, pages 140-156.
Crossref
Valeria M. Cabello, Constanza Real & Maria Antonietta Impedovo. (2019) Explanations in STEM Areas: an Analysis of Representations Through Language in Teacher Education. Research in Science Education 49:4, pages 1087-1106.
Crossref
Orlando AguiarJrJr, Hannah Sevian & Charbel N. El-Hani. (2018) Teaching About Energy. Science & Education 27:9-10, pages 863-893.
Crossref
Brian R. Belland, Andrew E. Walker & Nam Ju Kim. (2017) A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education. Review of Educational Research 87:6, pages 1042-1081.
Crossref
Brian R. BellandBrian R. Belland. 2017. Instructional Scaffolding in STEM Education. Instructional Scaffolding in STEM Education 17 53 .
Jesse Pirini. (2016) Intersubjectivity and Materiality: A Multimodal Perspective. Multimodal Communication 5:1, pages 1-14.
Crossref
Mariano A. Castellaro & Néstor D. Roselli. (2014) Peer collaboration in childhood according to age, socioeconomic context and task. European Journal of Psychology of Education 30:1, pages 63-80.
Crossref
M. Clarà & E. Barberà. (2014) Three problems with the connectivist conception of learning. Journal of Computer Assisted Learning 30:3, pages 197-206.
Crossref
Marc Clarà & Teresa Mauri. (2013) How Triadic Dialogue Allows Transfer of Responsibility in Dyadic Tutoring. Human Development 56:5, pages 325-340.
Crossref
Alexsandro Pereira de Pereira & Fernanda Ostermann. (2012) A aproximação sociocultural à mente, de James V. Wertsch, e implicações para a educação em ciências. Ciência & Educação (Bauru) 18:1, pages 23-39.
Crossref
J. Gillen, K. Littleton, A. Twiner, J.K. Staarman & N. Mercer. (2008) Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning 24:4, pages 348-358.
Crossref
Jaana Holvikivi. (2007) Logical Reasoning Ability in Engineering Students: A Case Study. IEEE Transactions on Education 50:4, pages 367-372.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.