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Critical Graphicacy: Understanding Visual Representation Practices in School Science（Contemporary Trends and Issues in Science Education）批判性图形学：理解学校科学中的视觉表现实践（科学教育的当代趋势和问题丛书英语原版精装本）

1006 269 九五品

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天津河西

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作者Wolff-Michael Roth, Lilian Pozzer-Ardenghi and Jae Young Han

出版社Springer

ISBN9781402033759

出版时间2005

版次1

出版地Dordrecht

印刷时间2005

印次1

装帧精装

尺寸23.7 × 15.9 cm

纸张胶版纸

页数320页

定价269元

正文语种英语

货号J909-c791

上书时间2020-10-28

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品相描述：九五品

商品描述: 本书原定价269.00美元，净重750克，馆藏。【图书分类：文化、科学、教育、体育 > 教育 > 教学理论 > 课程论课程设计、课程标准等入此 > 教材研究与管理】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.

From the Back Cover：
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.

Contents：
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.