The Resource Scientific literacy for participation : a systemic functional approach to analysis of school science discourses, Erik Knain, Norwegian University of Life Sciences, Ås, Norway
Scientific literacy for participation : a systemic functional approach to analysis of school science discourses, Erik Knain, Norwegian University of Life Sciences, Ås, Norway
Resource Information
The item Scientific literacy for participation : a systemic functional approach to analysis of school science discourses, Erik Knain, Norwegian University of Life Sciences, Ås, Norway represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Missouri University of Science & Technology Library.This item is available to borrow from 1 library branch.
Resource Information
The item Scientific literacy for participation : a systemic functional approach to analysis of school science discourses, Erik Knain, Norwegian University of Life Sciences, Ås, Norway represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Missouri University of Science & Technology Library.
This item is available to borrow from 1 library branch.
- Summary
- 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
- Language
- eng
- Extent
- 1 online resource (xv, 165 pages)
- Contents
-
- ""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""
- Isbn
- 9789462098961
- Label
- Scientific literacy for participation : a systemic functional approach to analysis of school science discourses
- Title
- Scientific literacy for participation
- Title remainder
- a systemic functional approach to analysis of school science discourses
- Statement of responsibility
- Erik Knain, Norwegian University of Life Sciences, Ås, Norway
- Language
- eng
- Summary
- 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
- Cataloging source
- N$T
- http://library.link/vocab/creatorName
- Knain, Erik
- Dewey number
- 507.1
- Illustrations
- illustrations
- Index
- index present
- LC call number
- Q181
- LC item number
- .K578 2015eb
- Literary form
- non fiction
- Nature of contents
-
- dictionaries
- bibliography
- http://library.link/vocab/subjectName
-
- Science
- Discourse analysis
- Functional discourse grammar
- SCIENCE
- Discourse analysis
- Functional discourse grammar
- Science
- Label
- Scientific literacy for participation : a systemic functional approach to analysis of school science discourses, Erik Knain, Norwegian University of Life Sciences, Ås, Norway
- Antecedent source
- unknown
- Bibliography note
- Includes bibliographical references (pages 157-162) and index
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Color
- multicolored
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
-
- ""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""
- Control code
- 900865169
- Dimensions
- unknown
- Extent
- 1 online resource (xv, 165 pages)
- File format
- unknown
- Form of item
- online
- Isbn
- 9789462098961
- Level of compression
- unknown
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Other control number
-
- 10.1007/978-94-6209-896-1
- ebc3035034
- Other physical details
- illustrations
- Quality assurance targets
- not applicable
- Reformatting quality
- unknown
- Sound
- unknown sound
- Specific material designation
- remote
- System control number
- (OCoLC)900865169
- Label
- Scientific literacy for participation : a systemic functional approach to analysis of school science discourses, Erik Knain, Norwegian University of Life Sciences, Ås, Norway
- Antecedent source
- unknown
- Bibliography note
- Includes bibliographical references (pages 157-162) and index
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Color
- multicolored
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
-
- ""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""
- Control code
- 900865169
- Dimensions
- unknown
- Extent
- 1 online resource (xv, 165 pages)
- File format
- unknown
- Form of item
- online
- Isbn
- 9789462098961
- Level of compression
- unknown
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Other control number
-
- 10.1007/978-94-6209-896-1
- ebc3035034
- Other physical details
- illustrations
- Quality assurance targets
- not applicable
- Reformatting quality
- unknown
- Sound
- unknown sound
- Specific material designation
- remote
- System control number
- (OCoLC)900865169
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.library.mst.edu/portal/Scientific-literacy-for-participation--a/NCyejm76blc/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.library.mst.edu/portal/Scientific-literacy-for-participation--a/NCyejm76blc/">Scientific literacy for participation : a systemic functional approach to analysis of school science discourses, Erik Knain, Norwegian University of Life Sciences, Ås, Norway</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.library.mst.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.library.mst.edu/">Missouri University of Science & Technology Library</a></span></span></span></span></div>
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.library.mst.edu/portal/Scientific-literacy-for-participation--a/NCyejm76blc/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.library.mst.edu/portal/Scientific-literacy-for-participation--a/NCyejm76blc/">Scientific literacy for participation : a systemic functional approach to analysis of school science discourses, Erik Knain, Norwegian University of Life Sciences, Ås, Norway</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.library.mst.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.library.mst.edu/">Missouri University of Science & Technology Library</a></span></span></span></span></div>
