Global Developments in Literacy Research for Science Education

✍ Scribed by Kok-Sing Tang, Kristina Danielsson (eds.)

• Publisher: Springer International Publishing
• Year: 2018
• Tongue: English
• Leaves: 398
• Edition: 1
• Category: Library

✦ Synopsis

This book highlights recent developments in literacy research in science teaching and learning from countries such as Australia, Brazil, China, Finland, Germany, Hong Kong, New Zealand, Norway, Singapore, Spain, South Africa, Sweden, Taiwan, and the United States. It includes multiple topics and perspectives on the role of literacy in enhancing science teaching and learning, such as the struggles faced by students in science literacy learning, case studies and evaluations of classroom-based interventions, and the challenges encountered in the science classrooms. It offers a critical and comprehensive investigation on numerous emerging themes in the area of literacy and science education, including disciplinary literacy, scientific literacy, classroom discourse, multimodality, language and representations of science, and content and language integrated learning (CLIL). The diversity of views and research contexts in this volume presents a useful introductory handbook for academics, researchers, and graduate students working in this specialized niche area. With a wealth of instructional ideas and innovations, it is also highly relevant for teachers and teacher educators seeking to improve science teaching and learning through the use of literacy.

✦ Table of Contents

Front Matter ....Pages i-xviii
The Expanding Development of Literacy Research in Science Education Around the World (Kok-Sing Tang, Kristina Danielsson)....Pages 1-11
Front Matter ....Pages 13-13
The Implementation of Scientific Literacy as Basic Skills in Norway After the School Reform of 2006 (Erik Knain, Marianne Ødegaard)....Pages 15-28
But I’m Not an English Teacher!: Disciplinary Literacy in Australian Science Classrooms (Chris Davison, Sue Ollerhead)....Pages 29-43
Meeting Disciplinary Literacy Demands in Content Learning: The Singapore Perspective (Caroline Ho, Natasha Anne Rappa, Kok-Sing Tang)....Pages 45-60
Front Matter ....Pages 61-61
Learning Language and Intercultural Understanding in Science Classes in Germany (Silvija Markic)....Pages 63-77
Supporting English-as-a-Foreign-Language (EFL) Learners’ Science Literacy Development in CLIL: A Genre-Based Approach (Yuen Yi Lo, Angel M. Y. Lin, Tracy C. L. Cheung)....Pages 79-95
Language, Literacy and Science Learning for English Language Learners: Teacher Meta Talk Vignettes from a South African Science Classroom (Audrey Msimanga, Sibel Erduran)....Pages 97-111
The Content-Language Tension for English Language Learners in Two Secondary Science Classrooms (Jason S. Wu, Felicia Moore Mensah, Kok-Sing Tang)....Pages 113-130
Front Matter ....Pages 131-131
A Case Study of Literacy Teaching in Six Middle- and High-School Science Classes in New Zealand (Aaron Wilson, Rebecca Jesson)....Pages 133-147
Analyzing Discursive Interactions in Science Classrooms to Characterize Teaching Strategies Adopted by Teachers in Lessons on Environmental Themes (Ana Lucia Gomes Cavalcanti Neto, Edenia Maria Ribeiro do Amaral, Eduardo Fleury Mortimer)....Pages 149-166
Measuring Time. Multilingual Elementary School Students’ Meaning-Making in Physics (Britt Jakobson, Kristina Danielsson, Monica Axelsson, Jenny Uddling)....Pages 167-181
Meaning-Making in a Secondary Science Classroom: A Systemic Functional Multimodal Discourse Analysis (Qiuping He, Gail Forey)....Pages 183-202
Front Matter ....Pages 203-203
Literacy Challenges in Chemistry: A Multimodal Analysis of Symbolic Formulas (Yu Liu)....Pages 205-218
Gains and Losses: Metaphors in Chemistry Classrooms (Kristina Danielsson, Ragnhild Löfgren, Alma Jahic Pettersson)....Pages 219-235
Image Design for Enhancing Science Learning: Helping Students Build Taxonomic Meanings with Salient Tree Structure Images (Yun-Ping Ge, Len Unsworth, Kuo-Hua Wang, Huey-Por Chang)....Pages 237-258
Front Matter ....Pages 259-259
Inquiry-Based Science and Literacy: Improving a Teaching Model Through Practice-Based Classroom Research (Marianne Ødegaard)....Pages 261-280
Infusing Literacy into an Inquiry Instructional Model to Support Students’ Construction of Scientific Explanations (Kok-Sing Tang, Gde Buana Sandila Putra)....Pages 281-300
Representation Construction as a Core Science Disciplinary Literacy (Russell Tytler, Vaughan Prain, Peter Hubber)....Pages 301-317
Front Matter ....Pages 319-319
Science and Language Experience Narratives of Pre-Service Primary Teachers Learning to Teach Science in Multilingual Contexts (Mariona Espinet, Laura Valdés-Sanchez, Maria Isabel Hernández)....Pages 321-337
Examining Teachers’ Shifting Epistemic Orientations in Improving Students’ Scientific Literacy Through Adoption of the Science Writing Heuristic Approach (Brian Hand, Soonhye Park, Jee Kyung Suh)....Pages 339-355
Developing Students’ Disciplinary Literacy? The Case of University Physics (John Airey, Johanna Larsson)....Pages 357-376
Front Matter ....Pages 377-377
Commentary on the Expanding Development of Literacy Research in Science Education (Larry D. Yore)....Pages 379-397
Back Matter ....Pages 91-95

✦ Subjects

Science Education