Scientific literacy for participation : a systemic functional approach to analysis of school science discourses /
Scientific literacy is approached on the premise that language is key to understand the nature of both learning and participation, in scientists practices as well as in liberal education for citizenship. Some of the questions that are addressed in the book are: What does it take to be able to partic...
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Rotterdam :
Sense Publishers,
[2015]
|
| Subjects: | |
| Online Access: | CONNECT |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | mig00005351667 | ||
| 006 | m o d | ||
| 007 | cr cnu---unuuu | ||
| 008 | 150128s2015 ne a ob 001 0 eng d | ||
| 005 | 20240618153709.5 | ||
| 019 | |a 903974734 |a 923695160 |a 1026450151 |a 1066684760 |a 1111031764 |a 1112601612 |a 1148074319 | ||
| 020 | |a 9789462098961 |q (electronic book) | ||
| 020 | |a 9462098964 |q (electronic book) | ||
| 020 | |z 9789462098947 | ||
| 020 | |z 9462098948 | ||
| 020 | |z 9789462098954 | ||
| 020 | |z 9462098956 | ||
| 024 | 7 | |a 10.1007/978-94-6209-896-1 |2 doi | |
| 024 | 8 | |a ebc3035034 | |
| 035 | |a 1WRLDSHRocn900865169 | ||
| 035 | |a (OCoLC)900865169 |z (OCoLC)903974734 |z (OCoLC)923695160 |z (OCoLC)1026450151 |z (OCoLC)1066684760 |z (OCoLC)1111031764 |z (OCoLC)1112601612 |z (OCoLC)1148074319 | ||
| 037 | |b Springer | ||
| 040 | |a N$T |b eng |e rda |c N$T |d GW5XE |d YDXCP |d N$T |d IDEBK |d COO |d OCLCF |d E7B |d EBLCP |d VLB |d DEBSZ |d D6H |d IAO |d IAS |d IAD |d ICN |d JBG |d SOI |d ILO |d OCLCQ |d LVT |d CNNOR |d OCLCQ |d AUW |d MOR |d Z5A |d PIFAG |d ZCU |d OCLCQ |d MERUC |d ESU |d OCLCQ |d VT2 |d IOG |d OCLCA |d U3W |d REB |d IDB |d STF |d OCLCQ |d VTS |d CEF |d MUO |d ICG |d OCLCQ |d AU@ |d OCLCA |d OCLCQ |d WYU |d G3B |d TKN |d OCLCQ |d SNK |d DKC |d OCLCQ |d M8D |d UKAHL |d OCLCQ |d HS0 |d DCT |d ERF |d OCLCQ |d WURST |d OCLCQ |d OCLCO |d COM |d OCLCQ |d OCLCO |d OCLCL |d OCLCQ |d VI# | ||
| 049 | |a TXMM | ||
| 050 | 4 | |a Q181 |b .K578 2015eb | |
| 082 | 0 | 4 | |a 507.1 |2 23 |
| 100 | 1 | |a Knain, Erik, |e author. | |
| 245 | 1 | 0 | |a Scientific literacy for participation : |b a systemic functional approach to analysis of school science discourses / |c Erik Knain, Norwegian University of Life Sciences, Ås, Norway. |
| 264 | 1 | |a Rotterdam : |b Sense Publishers, |c [2015] | |
| 264 | 4 | |c ©2015 | |
| 300 | |a 1 online resource (xv, 165 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 340 | |p illustration |2 rdaill | ||
| 347 | |a text file | ||
| 347 | |b PDF | ||
| 353 | |a bibliography |b bibliography | ||
| 353 | |a index |b index | ||
| 504 | |a Includes bibliographical references (pages 157-162) and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Scientific literacy is approached on the premise that language is key to understand the nature of both learning and participation, in scientists practices as well as in liberal education for citizenship. Some of the questions that are addressed in the book are: What does it take to be able to participate in different arenas in society involving science? How does everyday language relate to scientific language? How can students texts be analyzed to gain insights into their learning? How can images be analyzed alongside verbal language? This book offers a thorough introduction to key ideas in M.A.K. Hallidays systemic functional grammar through examples and practical analysis. Detailed analysis is offered of science textbooks and curriculum documents, classroom talk, experimental work, and students discussions of complex environmental issues. Further, an analytical model guiding the design and analysis of science learning discourses is introduced. The book starts with introducing excerpts from whole-class discussions, group work, experimental reports and textbooks as text-in-context. From this starting point, key aspects of language are carefully explained. The role of grammatical metaphor in the development of science knowledge is an important topic throughout the book. Tools for analyzing multimodal representations, intertextuality and multiple voices are also among the topics covered for understanding and analyzing school science discourses. | ||
| 505 | 8 | |a ""Context and Genre Informed by a Psychological and Physiological Perspective""""METAFUNTIONS OF LANGUAGE""; ""Example 1""; ""Example 2""; ""DISCOURSE ANALYSIS AND ANALYSIS OF LEARNING DESIGNS""; ""Students� Texts as Evidence of Learning""; ""Critical Discourse Analysis""; ""SUMMARY""; ""CHAPTER 2: FUNCTIONAL GRAMMAR: HOW WE MEAN""; ""INTRODUCTION""; ""IDEATIONAL MEANING: CONSTRUING EXPERIENCE INTO MEANING""; ""What is a Process?""; ""Clause as Representation""; ""Mental Processes""; ""INTERPERSONAL MEANING""; ""Giving or Demanding Goods-&-services or Information"" | |
| 505 | 8 | |a ""The IRE Example Again""""The Nuances between Yes � No, It is � It isn�t: Modality""; ""The Grammar of Doubt and Evaluation: Assessments""; ""TEXTUAL MEANING""; ""Clause as Message: Given and New""; ""Above the Sentence Level � Cohesion""; ""Cohesion: An Example""; ""BELOW AND AROUND THE CLAUSE""; ""Below the Sentence Level""; ""Relations between Clauses in Complexes""; ""USING FUNCTIONAL GRAMMAR IN ANALYSIS""; ""ACTS OF MEANING: EXTENDING THE PERSPECTIVE""; ""Transformation of Genre in Social Action""; ""Project Background and Context""; ""Multimodality"" | |
| 505 | 8 | |a ""LEARNING AND PARTICIPATION IN DISCOURSES: OUTLINE OF MODEL""""Again: What is “Discourse�?""; ""Vision 1 and Vision 2 of Scientific Literacy""; ""Learning""; ""What Learning Experiences Are Worthwhile to Foster Participation?""; ""Authenticity""; ""An Analytical Model""; ""SUMMARY""; ""CHAPTER 3: MULTIMODAL REPRESENTATIONS""; ""INTRODUCTION""; ""Introducing Key Terms""; ""SIMILARITIES AND DIFFERENCES BETWEEN VISUAL AND VERBAL LANGUAGE""; ""A Shared Ground for the Verbal and the Visual""; ""VISUAL GRAMMAR""; ""Narrative Representations""; ""Conceptual Processes""; ""Interaction"" | |
| 505 | 8 | |a ""Modality""""INTERACTING WITH MULTIMODAL REPRESENTATIONS""; ""Reading Paths""; ""SUMMARY""; ""CHAPTER 4: THE LANGUAGE OF SCHOOL SCIENCE""; ""INTRODUCTION""; ""THE LANGUAGE OF SCIENCE""; ""Textbook Context""; ""Textbook Example""; ""ENERGY SOURCES AND ENERGY CHAINS""; ""Material processes""; ""Relational processes""; ""Modality � WHO""; ""The Flow of Discourse � HOW""; ""Summary � From Everyday Experiences to Science Discourses""; ""EXPERIMENTAL PRACTICES OF SCHOOL SCIENCE""; ""Students� Talk and Gestures, and Their Machine""; ""Multimodal Transcription"" | |
| 500 | |a EBSCO eBook Academic Comprehensive Collection North America |5 TMurS | ||
| 650 | 0 | |a Science |x Study and teaching. | |
| 650 | 0 | |a Discourse analysis. | |
| 650 | 0 | |a Functional discourse grammar. | |
| 730 | 0 | |a WORLDSHARE SUB RECORDS | |
| 758 | |i has work: |a Scientific literacy for participation (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGQ8gmCf7cGbdgTrTF8y8d |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Knain, Erik. |t Scientific literacy for participation |z 9789462098947 |w (OCoLC)900508560 |
| 856 | 4 | 0 | |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=943481&authtype=ip,sso&custid=s4672406 |z CONNECT |3 eBooks on EBSCOhost |t 0 |
| 907 | |a 4623387 |b 05-26-21 |c 06-30-20 | ||
| 949 | |a ho0 | ||
| 994 | |a 92 |b TXM | ||
| 998 | |a wi |d z | ||
| 999 | f | f | |s 50fd0b7a-c144-4075-823c-a970ed5a143a |i efd9f2d6-f2d0-4185-8885-0e9cbe394c59 |t 0 |
| 952 | f | f | |a Middle Tennessee State University |b Main |c James E. Walker Library |d Electronic Resources |t 0 |e Q181 .K578 2015eb |h Library of Congress classification |
