TY  - BOOK
AU  - Knain,Erik
TI  - Scientific literacy for participation: a systemic functional approach to analysis of school science discourses 
SN  - 9789462098961
AV  - Q181 .K578 2015eb
U1  - 507.1 23
PY  - 2015///]
CY  - Rotterdam
PB  - Sense Publishers
KW  - Science
KW  - Study and teaching
KW  - Discourse analysis
KW  - Functional discourse grammar
KW  - Sciences
KW  - Étude et enseignement
KW  - Analyse fonctionnelle du discours
KW  - SCIENCE
KW  - Study & Teaching
KW  - bisacsh
KW  - fast
KW  - onderwijs
KW  - education
KW  - Education (General)
KW  - Onderwijs (algemeen)
KW  - Electronic books
N1  - Includes bibliographical references (pages 157-162) and index; ""TABLE OF CONTENTS""; ""PREFACE""; ""WHY THIS BOOK""; ""OVERVIEW OF THE BOOK""; ""Chapter 1""; ""Chapter 2""; ""Chapter 3""; ""Chapter 4""; ""Chapter 5""; ""Chapter 6""; ""Chapter 7""; ""ACKNOWLEDGEMENTS""; ""ACKNOWLEDGEMENT OF PERMISSION TO REPRODUCE COPYRIGHTED MATERIALS""; ""CHAPTER 1: AN ANATOMY OF DISCOURSES""; ""INTRODUCTION""; ""�DISCOURSE� IS TEXT IN CONTEXT""; ""Text and Context as Mutually Construed""; ""Conclusion""; ""LEVELS OF MEANING: SITUATION, GENRE AND CULTURE""; ""Text Norm, Genre and Culture""; ""Discourse and Practice""; ""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""; ""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""; ""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""; ""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""
N2  - 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
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=943481
ER  -