| Description |
x, 212 pages : illustrations, maps ; 24 cm |
| Series |
Continuum discourse |
|
Continuum discourse
|
| Contents |
1. Introduction : situating science, literacy and discourse in the inquiry classroom -- 2. From letter recognition to meaning construction : developmental processes in science and literacy -- 3. Teaching science : the revolution and ramifications of elementary school science inquiry -- 4. Researching scientific inquiry in the elementary classroom -- 5. The tasks of scientific inquiry -- 6. The genre of scientific inquiry -- 7. The development of scientific knowledge -- 8. The multiliteracy of scientific knowledge development -- 9. Conceptualizing scientific discourse |
| Summary |
"This book examines the nature of scientific inquiry in the primary school classroom to show how it interacts with literacy and discourse. Through an examination of the texts, pictures and tasks of scientific inquiry, the author reveals the central role of multiliteracy in this educational process. The book provides a theoretical introduction to developmental literacy theory, current positions of science education and advanced theories of multiliteracy and genre theory. The new theory of scientific discourse presented in this book will be of interest to researchers of applied linguistics, discourse analysis and education."--BOOK JACKET |
| Bibliography |
Includes bibliographical references (pages [205]-209) and index |
| Subject |
Science -- Study and teaching (Primary)
|
|
Literacy.
|
| LC no. |
013426391 |
| ISBN |
0826489591 hardback |
|
