MARC Record from harvard_bibliographic_metadata

LEADER: 03414nam a22004455a 4500
001 014277870-2
005 20150113020935.0
008 100301s2005 ne | s ||0| 0|eng d
020 $a9781402033766
020 $a9781402033766
020 $a9781402033759
024 7 $a10.1007/1-4020-3376-1$2doi
035 $a(Springer)9781402033766
040 $aSpringer
050 4 $aLC8-6691
072 7 $aJNU$2bicssc
072 7 $aPD$2bicssc
072 7 $aSCI063000$2bisacsh
082 04 $a507.1$223
100 1 $aRoth, Wolff-Michael.$eauthor.
245 10 $aCritical Graphicacy :$bUnderstanding Visual Representation Practices in School Science /$cby Wolff-Michael Roth, Lilian Pozzer-Ardenghi, Jae Young Han.
264 1 $aDordrecht :$bSpringer Netherlands,$c2005.
300 $aXXVIII, 288 p.$bonline resource.
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $atext file$bPDF$2rda
490 1 $aScience & Technology Education Library,$x1572-5987 ;$v26
505 0 $aToward a critical graphicacy -- The work of reading graphs -- Graphicacy and context -- Photographs in biology texts -- Graphicacy in lectures -- Interpretive graphicacy in practice -- Layered inscriptions: what does it take to get their point? -- Semiotics of chemical inscriptions -- Reading layered, dynamic inscriptions -- Epilogue: steps toward critical graphicacy.
520 $aSchool science is dominated by textbook-oriented approaches to teaching and learning. Some surveys reveal that students have to read, depending on academic level, between ten and thirty-six pages per week from their textbook. One therefore has to ask, To what degree do textbooks introduce students to the literary practices of their domain? Few studies have addressed the quality of science curriculum materials, particularly textbooks, from a critical perspective. In this light, we are concerned in this book with better understanding the reading and interpretation practices related to visual materials—here referred to as inscriptions—that accompany texts. Our overarching questions included: ‘What practices are required for reading inscriptions?’ and ‘Do textbooks allow students to develop levels of graphicacy required to critically read scientific texts?’ Some of the more specific questions included: ‘What are the practices of relating inscriptions, captions, and main text?,’ and ‘What practices are required to read inscriptions in school textbooks?’ That is, we are interested not only in understanding what it takes to interpret, read, and understand visual materials (i.e., inscriptions), but also in understanding what it takes to engage inscriptions in a critical way. It is only when citizens can critically engage with language (texts, speech) and inscriptions that they become knowledgeable users of television, newspapers, and magazines, who can choose or leave aside particular expressions as part of the particular politics that they participate in.
650 0 $aEducation.
650 0 $aScience$xStudy and teaching.
650 14 $aEducation.
650 24 $aScience Education.
700 1 $aPozzer-Ardenghi, Lilian.$eauthor.
700 1 $aHan, Jae Young.$eauthor.
776 08 $iPrinted edition:$z9781402033759
830 0 $aScience & Technology Education Library,$x1572-5987 ;$v26
988 $a20150113
906 $0VEN