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二手書博民逛書店Critical罕見Graphicacy: Understand
  • 二手書博民逛書店Critical罕見Graphicacy: Understand
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二手書博民逛書店Critical罕見Graphicacy: Understand

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二手書博民逛書店Critical罕見Graphicacy: Understand

二手書博民逛書店Critical罕見Graphicacy: Understanding Visual Representation Practices in School Science (Contemporary Trends and Issues in Science Education)Y15470 Wolff-Michael Roth, Lilian Pozzer-Ardenghi and Jae Young Han Springer ISBN:9781402033759 出版2005

作 者:Wolff-Michael Roth, Lilian Pozzer-Ardenghi and Jae Young Han

出 版 社:Springer

出版時間:2005

印刷時間:2005

印 數:

裝 訂:

版 次:1 edition

開 本:

頁 數:313頁

字 數:

I S B N:9781402033759

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本書原定價179.00美 ,淨重750克。[圖書分類:教學理論之教材研究與管理]School 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.This book explores reading and interpretation practices related to visual materials - here referred to as inscriptions - that accompany texts. Guiding questions include: ‘What practices are required for reading inscriptions?’ and ‘Do textbooks allow students to develop graphicacy skill required to critically read scientific texts?’ The book reveals what it takes to interpret, read, and understand visual materials, and what it takes to engage inscriptions in a critical way.Preface. Introduction.1 Toward a critical graphicacy.2 The work of reading graphs.3 Graphicacy and context.4 Photographs in biology texts.5 Graphicacy in lectures.6 Interpretive graphicacy in practice.7 The work of reading layered inscriptions.8 Semiotics of chemical inscriptions.9 Reading layered dynamic inscription.Epilogue: Steps toward a critical graphicacy. Notes. References. Index. About the authors.

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