Teaching Science: Knowledge, Language, Pedagogy

THE TEACHING OF SCIENCE New insights into knowledge, language and pedagogyThe language of scienceThe grammar of scientific languageTechnical meanings in scienceMultimodality in scienceThe knowledge of scienceLCT and science educationDialogue with SFLNotesReferencesI: Knowledge-building in science educationTargeting science: Successfully integrating mathematics into science teachingStudying mathematics in science: blind spotsKnowing and learningKnowledge as self-evident and invariantSeeing into the blind spotsAutonomyAutonomy codesTranslation devices and targetsOne-way trip from science ‘to do some maths’Pathway into ‘a lot of numbers’Summary: ‘That’s maths!’Autonomy tour integrating ‘mathematics’ into ‘science’A tour through ‘graphing’Summary: separate, repurpose, integrateConclusionNotesReferencesConstellating science: How relations among ideas help build knowledgeConstellationsAnalogy from astronomyLCT conceptsThree simple distinctionsAnalyzing two explanations: Of tides and seasonsExplaining tidesSchematic constellation of textbooksLinks, clusters and formA pedagogic constellation for tidesIntroducing the topicA video explanationExplaining seasonsSchematic constellation of textbooksLinks, clusters and formA pedagogic constellation for seasonsAggregating explanationsConclusionAcknowledgementsNotesReferencesANIMATING SCIENCE Activating the affordances of multimedia in teachingIntegrating multimedia into teachingThe affordances of ‘affordances’Legitimation Code Theory: AutonomyAutonomyFailing to activate epistemic affordancesThe teacher's targets: Shooting for the MoonThe Moon animationAffordances for the taskEpistemic affordancesThe dark side of the MoonActivating epistemic affordances through pedagogic workThe seasons animationAffordances for the taskEpistemic affordancesSeasons in the SunConclusionNotesReferencesII: Language in science educationField relations: Understanding scientific explanationsMaking senseField relations: static and dynamic perspectivesPropertyQualitative propertiesSpatio-temporal propertiesComplex fieldsReconstruing variablesInterrelating fields and the explanation of seasonsMaking uncommon senseNotesReferencesBuilding taxonomies: A discourse semantic model of entities and dimensions in biologyFoundationsTheoretical principles of language descriptionPrevious SFL description of scientific taxonomiesTaxonomies at the level of fieldNominal realizations of taxonomiesPrevious discourse semantic descriptions of entitiesA description of discourse semantic entitiesThing entity vs. activity entityThing entities: instrumental vs. observationalActivity entities: enacted vs. observed activity entitiesLinguistically defined vs. ostensively defined entitiesTangibility of linguistically defined entitiesDimensionalityAnalyzing taxonomy in a research reportOnward and outwardNotesReferencesMULTIMODAL KNOWLEDGE Using language, mathematics and images in physicsKnowledge through languageActivities and itemsLanguage and propertiesBuilding the scientific gazeKnowledge through mathematicsKnowledge through imageMultimodal knowledgeNotesReferencesIII: Pedagogy in science educationWidening access in science: Developing both knowledge and knowersConceptual and analytical frameworkStudents' backgroundsStudy siteMethodologySpecialization codes of ISCMScience-related knowledge codeDisciplinary epistemic relations and social relationsScientific literacies epistemic relations and social relationsStudent response to the knowledge codeAcademic practices-related knower codeEpistemic relations and social relationsStudent response to the knower codeEpistemological access in ISCMEpistemological access in higher education scienceConclusionNotesReferencesThe relationship between specialized disciplinary knowledge and its application in the world: A case study in engineering designTheoretical frameworkThe case studyDataAnalysis and discussionOperationalizing semantic gravity and semantic densityComparative analysis of the two introductory design projectsDiscussion of the effects of recontextualizing choices in the design briefThe effect of recontextualizing choices on inferential reasoningThe influence of semantic gravityConcluding remarksNoteReferenceGrounded learning: Telling and showing in the language and paralanguage of a science lectureFunctional perspectives on the discourses of scienceStratification and metafunction in languageBody language as paralanguageThe studyBuilding the field of molecular chemistry in language and paralanguageEntities and their relation in discourseEntities in paralanguageRelations between entities in languageRelations between entities in paralanguageEntities and related qualitiesQualities of entities in languageQualities of entities in paralanguageDynamic construal of knowledge in languageOccurrences and occurrence figures in languageOccurrence in languageOccurrence figures in language and paralanguageIntersemiotic construal of researchSequencing occurrence figures in language and paralanguageActivity entities in language and paralanguageConclusionNotesReferencesDoing maths: (De)constructing procedures for maths processesText 1: Maths word problemText 2: Technical definitionThe maths process modelling genrePedagogic register analysisTeacher demonstration stageFirst guided practiceSecond guided practiceJoint construction of procedureText 3: Jointly constructed procedureConclusionNotesReferences
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