000			03552nam a22004455i 4500
001			978-1-4020-3376-6
003			DE-He213
005			20251006084455.0
007			cr nn 008mamaa
008			100301s2005 ne | s |||| 0|eng d
020			_a9781402033766
020			_a99781402033766
024	7		_a10.1007/1-4020-3376-1 _2doi
082	0	4	_a507.1 _223
100	1		_aRoth, Wolff-Michael. _eauthor.
245	1	0	_aCritical Graphicacy _h[electronic resource] : _bUnderstanding Visual Representation Practices in School Science / _cby Wolff-Michael Roth, Lilian Pozzer-Ardenghi, Jae Young Han.
264		1	_aDordrecht : _bSpringer Netherlands, _c2005.
300			_aXXVIII, 285 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aScience & Technology Education Library, _x1572-5987 ; _v26
505	0		_aToward a critical graphicacy -- The work of reading graphs -- Graphicacy and context -- Photographs in biology texts -- Graphicacy in lectures -- Interpretive graphicacy in practice -- Layered inscriptions: what does it take to get their point? -- Semiotics of chemical inscriptions -- Reading layered, dynamic inscriptions -- Epilogue: steps toward critical graphicacy.
520			_aSchool 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.
650		0	_aEDUCATION.
650		0	_aSCIENCE _xSTUDY AND TEACHING.
650	1	4	_aEDUCATION.
650	2	4	_aSCIENCE EDUCATION.
700	1		_aPozzer-Ardenghi, Lilian. _eauthor.
700	1		_aHan, Jae Young. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402033759
830		0	_aScience & Technology Education Library, _x1572-5987 ; _v26
856	4	0	_uhttp://dx.doi.org/10.1007/1-4020-3376-1 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c60432 _d60432