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Critical Graphicacy: Understanding Visual Representation Practices in School Science - Couverture souple
Synopsis
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.
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Critical Graphicacy
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Springer Netherlands, 2007
ISBN 10 : 1402057113
ISBN 13 : 9781402057113
Neuf
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Vendeur : moluna, Greven, Allemagne
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Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Leading text in the field, there are no other books of this kindRelevant to researchers, educators, and teachersSuitable for use in classes concerned with visual representation practices and textbooks in scienceThis book explores. N° de réf. du vendeur 4094234
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Critical Graphicacy
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Springer Netherlands Feb 2007, 2007
ISBN 10 : 1402057113
ISBN 13 : 9781402057113
Neuf
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Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
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Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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. 316 pp. Englisch. N° de réf. du vendeur 9781402057113
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Critical Graphicacy: Understanding Visual Representation Practices in School Science (Contemporary Trends and Issues in Science Education, 26)
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Critical Graphicacy: Understanding Visual Representation Practices in School Science (Paperback or Softback)
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Springer 2/8/2007, 2007
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ISBN 13 : 9781402057113
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Paperback or Softback. Etat : New. Critical Graphicacy: Understanding Visual Representation Practices in School Science 0.98. Book. N° de réf. du vendeur BBS-9781402057113
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Critical Graphicacy : Understanding Visual Representation Practices in School Science
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Critical Graphicacy
Edité par
Springer Netherlands, Springer Netherlands Feb 2007, 2007
ISBN 10 : 1402057113
ISBN 13 : 9781402057113
Neuf
Taschenbuch
Vendeur : buchversandmimpf2000, Emtmannsberg, BAYE, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Taschenbuch. Etat : Neu. Neuware -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.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 316 pp. Englisch. N° de réf. du vendeur 9781402057113
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Critical Graphicacy : Understanding Visual Representation Practices in School Science
Edité par
Springer Netherlands, Springer Netherlands, 2007
ISBN 10 : 1402057113
ISBN 13 : 9781402057113
Neuf
Taschenbuch
Vendeur : AHA-BUCH GmbH, Einbeck, Allemagne
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Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - 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. N° de réf. du vendeur 9781402057113
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Critical Graphicacy: Understanding Visual Representation Practices in School Science
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Springer-Verlag New York Inc., 2007
ISBN 10 : 1402057113
ISBN 13 : 9781402057113
Neuf
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CRITICAL GRAPHICACY UNDERSTANDING VISUAL REPRESENTATION PRACTICES IN SCHOOL SCIENCE (PB 2005)
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CRITICAL GRAPHICACY UNDERSTANDING VISUAL REPRESENTATION PRACTICES IN SCHOOL SCIENCE (PB 2005)
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Etat : Brand New. Brand New! Fast Delivery, Delivery With In 7-10 working Day Only , USA Edition Original Edition. Excellent Quality, Printing In English Language, Quick delivery by FEDEX & DHL. USPS & UPS Act. Our courier service is not available at PO BOX& APO BOX. Ship from India & United States. N° de réf. du vendeur CBSBOOKS29628
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