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Multimodal Literacy in School Science

Transdisciplinary Perspectives on Theory, Research and Pedagogy
BuchGebunden
286 Seiten
Englisch
Taylor & Franciserschienen am25.02.2022
This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics.mehr
Verfügbare Formate
BuchGebunden
EUR182,50
TaschenbuchKartoniert, Paperback
EUR54,50

Produkt

KlappentextThis book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics.
Details
ISBN/GTIN978-0-367-71404-8
ProduktartBuch
EinbandartGebunden
Erscheinungsjahr2022
Erscheinungsdatum25.02.2022
Seiten286 Seiten
SpracheEnglisch
Gewicht453 g
Illustrationen54 SW-Abb., 17 SW-Fotos, 37 SW-Zeichn., 6 Tabellen
Artikel-Nr.8582993
Rubriken
GenreWirtschaft

Inhalt/Kritik

Inhaltsverzeichnis
1. Researching multimodal literacy as core to senior high school biology, chemistry and physics pedagogy 2. Language, image and multimodal mediation in scientific research and science learning 3. Distinguishing multimodal disciplinary literacy school science 4. Contextualizing the conditions for multimodal literacy practices in senior high school science 5. Teaching and learning practices for multimodal literacy in science education 6. A framework for infused multimodal disciplinary literacy in school science 7. Multimodal disciplinary literacy in the senior biology classroom 8. Multimodal disciplinary literacy in the senior physics classroom 9. Multimodal disciplinary literacy in the senior chemistry classroom 10. Design-based research and teacher professional learning about multimodal literacy 11. Student engagement in science learning through multimodal disciplinary literacy 12. Advancing multimodal literacy transdisciplinary research and teachingmehr

Autor

Len Unsworth is Professor in English and Literacies Education and Research Director in Educational Semiotics and Literacy Pedagogy at the Institute for Learning Sciences and Teacher Education, Australian Catholic University.

Russell Tytler is Alfred Deakin Professor and Chair in Science Education at Deakin University, Melbourne, and Fellow of the Academy of Social Sciences Australia.

Lisl Fenwick is Senior Lecturer in Education at the University of South Australia.

Sally Humphrey is Senior Lecturer in Education at the Australian Catholic University.

Paul Chandler is Senior Lecturer in Education at the Australian Catholic University.

Michele Herrington is Research Fellow in Education at the Australian Catholic University.

Lam Pham is Lecturer in Medical Education in the Faculty of Health, Deakin University.
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Fenwick, Lisl