Teaching Science offers major leaps forward in understanding knowledge, language and pedagogy that will shape the research agenda far beyond science education.
Teaching Science offers major leaps forward in understanding knowledge, language and pedagogy that will shape the research agenda far beyond science education.
Karl Maton is the creator and architect of Legitimation Code Theory. J. R. Martin is a world-leading authority in Systemic Functional Linguistics. Y. J. Doran is a leading young scholar combining both frameworks in research. All three are members of the LCT Centre for Knowledge-Building.
Inhaltsangabe
Chapter 1. The teaching of science: New insights into knowledge, language and pedagogy. Part I - Knowledge-Building in Science Education. Chapter 2. Targeting science: Successfully integrating mathematics into science teaching. Chapter 3. Constellating science: How relations among ideas help build knowledge. Chapter 4. Animating science: Activating the affordances of multimedia in teaching. Part II - Language in Science Education. Chapter 5. Field relations: Understanding scientific explanations. Chapter 6. Building taxonomies: A discourse semantic model of entities and dimensions in biology. Chapter 7. Multimodal knowledge: Using language, mathematics and images in physics. Part III - Pedagogy in Science Education. Chapter 8. Widening access to science: Developing both knowledge and knowers. Chapter 9. The relationship between specialized disciplinary knowledge and its application in the world: A case study in engineering design. Chapter 10. Grounded learning: Telling and showing in the language and paralanguage of a science lecture. Chapter 11. Doing maths: (De)constructing procedures for maths processes.
Chapter 1. The teaching of science: New insights into knowledge, language and pedagogy. Part I - Knowledge-Building in Science Education. Chapter 2. Targeting science: Successfully integrating mathematics into science teaching. Chapter 3. Constellating science: How relations among ideas help build knowledge. Chapter 4. Animating science: Activating the affordances of multimedia in teaching. Part II - Language in Science Education. Chapter 5. Field relations: Understanding scientific explanations. Chapter 6. Building taxonomies: A discourse semantic model of entities and dimensions in biology. Chapter 7. Multimodal knowledge: Using language, mathematics and images in physics. Part III - Pedagogy in Science Education. Chapter 8. Widening access to science: Developing both knowledge and knowers. Chapter 9. The relationship between specialized disciplinary knowledge and its application in the world: A case study in engineering design. Chapter 10. Grounded learning: Telling and showing in the language and paralanguage of a science lecture. Chapter 11. Doing maths: (De)constructing procedures for maths processes.
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