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Global Developments in Literacy Research for Science Education

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Cover of 'Global Developments in Literacy Research for Science Education'

Table of Contents

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    Book Overview
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    Chapter 1 The Expanding Development of Literacy Research in Science Education Around the World
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    Chapter 2 The Implementation of Scientific Literacy as Basic Skills in Norway After the School Reform of 2006
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    Chapter 3 But I’m Not an English Teacher!: Disciplinary Literacy in Australian Science Classrooms
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    Chapter 4 Meeting Disciplinary Literacy Demands in Content Learning: The Singapore Perspective
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    Chapter 5 Learning Language and Intercultural Understanding in Science Classes in Germany
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    Chapter 6 Supporting English-as-a-Foreign-Language (EFL) Learners’ Science Literacy Development in CLIL: A Genre-Based Approach
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    Chapter 7 Language, Literacy and Science Learning for English Language Learners: Teacher Meta Talk Vignettes from a South African Science Classroom
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    Chapter 8 The Content-Language Tension for English Language Learners in Two Secondary Science Classrooms
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    Chapter 9 A Case Study of Literacy Teaching in Six Middle- and High-School Science Classes in New Zealand
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    Chapter 10 Analyzing Discursive Interactions in Science Classrooms to Characterize Teaching Strategies Adopted by Teachers in Lessons on Environmental Themes
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    Chapter 11 Measuring Time. Multilingual Elementary School Students’ Meaning-Making in Physics
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    Chapter 12 Meaning-Making in a Secondary Science Classroom: A Systemic Functional Multimodal Discourse Analysis
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    Chapter 13 Literacy Challenges in Chemistry: A Multimodal Analysis of Symbolic Formulas
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    Chapter 14 Gains and Losses: Metaphors in Chemistry Classrooms
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    Chapter 15 Image Design for Enhancing Science Learning: Helping Students Build Taxonomic Meanings with Salient Tree Structure Images
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    Chapter 16 Inquiry-Based Science and Literacy: Improving a Teaching Model Through Practice-Based Classroom Research
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    Chapter 17 Infusing Literacy into an Inquiry Instructional Model to Support Students’ Construction of Scientific Explanations
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    Chapter 18 Representation Construction as a Core Science Disciplinary Literacy
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    Chapter 19 Science and Language Experience Narratives of Pre-Service Primary Teachers Learning to Teach Science in Multilingual Contexts
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    Chapter 20 Examining Teachers’ Shifting Epistemic Orientations in Improving Students’ Scientific Literacy Through Adoption of the Science Writing Heuristic Approach
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    Chapter 21 Developing Students’ Disciplinary Literacy? The Case of University Physics
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    Chapter 22 Commentary on the Expanding Development of Literacy Research in Science Education
Attention for Chapter 13: Literacy Challenges in Chemistry: A Multimodal Analysis of Symbolic Formulas
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Chapter title
Literacy Challenges in Chemistry: A Multimodal Analysis of Symbolic Formulas
Chapter number 13
Book title
Global Developments in Literacy Research for Science Education
Published by
Springer, Cham, January 2018
DOI 10.1007/978-3-319-69197-8_13
Book ISBNs
978-3-31-969196-1, 978-3-31-969197-8
Authors

Yu Liu

Mendeley readers

The data shown below were compiled from readership statistics for 10 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 10 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 3 30%
Student > Doctoral Student 1 10%
Student > Bachelor 1 10%
Student > Master 1 10%
Professor > Associate Professor 1 10%
Other 0 0%
Unknown 3 30%
Readers by discipline Count As %
Chemistry 2 20%
Social Sciences 2 20%
Physics and Astronomy 1 10%
Linguistics 1 10%
Biochemistry, Genetics and Molecular Biology 1 10%
Other 0 0%
Unknown 3 30%