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1、 Scientific Discourse This page intentionally left blank Scientific Discourse Multiliteracy in the Classroom David Ian Hanauer continuum L O N D O N NEW Y O R K Continuum The Tower Building, 11 York Road, London SE1 7NX 15 East 26th Street, New York, NY 10010 David Ian Hanauer 2006 All rights reserv
2、ed. No part of this publication may be reproducted or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. David Ian Hanauer has asserted his righ
3、t under the Copyright, Designs and Patents Act, 1988, to be identified as Author of this work. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN:HB: 0-8264-8959-1 Library of Congress Cataloging-in-Publication Data Typeset by
4、Fakenham Photosetting Limited, Fakenham, Norfolk Printed and bound in Great Britain by Biddies, Kings Lynn In loving memory of my grandparents Anne and Harry Cole Alfred and Helen Hanauer This page intentionally left blank Table of Contents Acknowledgements xi 1 Introduction: Situating Science, Lite
5、racy and Discourse in the Inquiry Classroom 1 2 From Letter Recognition to Meaning Construction: Developmental Processes in Science and Literacy 7 3 Teaching Science: The Revolution and Ramifications of Elementary School Science Inquiry 18 4 Researching Scientific Inquiry in the Elementary Classroom
6、 25 5 The Tasks of Scientific Inquiry 51 6 The Genre of Scientific Inquiry 94 7 The Development of Scientific Knowledge 146 8 The Multiliteracy of Scientific Knowledge Development 175 9 Conceptualizing Scientific Discourse 188 Bibliography 205 Index 210 Figures 5.1 Stages of Development of Beach Buc
7、ket Exploration Task 52 5.2 Stages of Development of the Observing Sand Task 58 5.3 Picture of Student Throwing a Bag of Sand in the Air 61 5.4 Picture of Students Using Magnifying Glasses 62 5.5 Picture of Students Exploring the Magnifying Glass 62 5.6 Picture of Students Reordering Bags of Sand Ac
8、cording to Size of Grains 65 5.7 Stages of Development - Understanding Process through Shared Reading 67 5.8 Stages of Development - Summarization through Picture Drawing 77 5.9 Picture of First Stages of Rock Journey Drawing 78 5.10 Two pictures of a Rocks Journey from the Mountain to the Sea 81 5.
9、11 Stages of Development - Summarization through Narrative Writing 83 5.12 Three pictures of a Student using Pictorial and Written Material for Written Summary 867 5.13 Stages of Development - Scientific Vocabulary Task 88 6.1 Picture of Key Page for Coloured Map 100 6.2 Coloured Map 101 6.3 Picture
10、 of Symbolic Notation of Sand Formation 122 8.1 Multimodal Direction of Scientific Inquiry 177 8.2 Multimodal and Multiliteracy Negotiation of the Scientific Understanding 178 8.3 Multiliteracy Summary 180 Tables 2.1 Stages of Literacy Development from First to Third Grade 15 4.1 Outline of Science
11、Unit Activities, Key Educational Aims and Associated Analyses Conducted 33 4.2 Category Name and Abbreviation for Coding Science Classroom Video Data 45 6.1 Summary of Content Analysis for Beach Picture Folders for Whole Class 96 6.2 Summary of Genre Analysis for Beach Folder Pictures for Whole Clas
12、s 99 6.3 Summary of Coloured Map Type 100 6.4 Content Analysis of Written Photograph Descriptions for each student 103 6.5 Content Analysis of the Beach Bucket Findings Lists 106 6.6 Content Analysis of the Evidence Categorization Activity According to the Four Categories of Information 108 6.7 Cont
13、ent Analysis of the Once Alive/Never Alive Categorization Task 111 6.8 Frequency of Titles for Overlap Category in Venn Diagram 111 6.9 Content Analysis of Final Descriptive Paragraphs of Shells 114 6.10 Categories of Change between the Draft and Final Version of the Written Shell Description 114 6.
14、11 Content Analysis of Final Descriptive Paragraphs of Rocks 116 6.12 Summary of Genre Analysis for Rock Picture Description 117 6.13 Content Analysis of the Chapter Beach Book Writing Activity 120 6.14 Conceptual Relationships Expressed through Symbolic Notation 123 6.15 Content Analysis of the Unk
15、nown Sand Worksheet 125 6.16 Content Analysis of My Sand Summary 130 6.17 Categories of Change between the Draft and Final Version of the Sand Summary 131 6.18 Summary of Types of Response for the Categories of Inference and Evidence in the Making Inferences Worksheets 134 6.19 Summary of Inference
16、Argument Types and Frequency of Occurrence 135 6.20 Content Analysis of the Pictorial Sketches of the Postcard Stories 137 x SCIENTIFIC DISCOURSE 6.21 Categories of Content for Topic-chapters in the Beach Animal and Plant Reports 140 6.22 Summary of Prediction and Observation of Absorption Abilities of Different Materials on the Oil on the Beach Worksheet 143 7.1 Summary of the The Sandy Shoreline Science Inquiry Unit from the Perspective of Conducted Analyses of Demonstrated Scientific
