Descripción del título
The Structure of Scientific...
This book shows how Systemic Functional Linguistics may be used to explore and explain the grammar of scientific examination questions. The author outlines the key elements of this theory and identifies problematical structures that affect the linguistic validity of such education assessment questions. This book also shows how examination questions may provide insight into the relationship between teaching and language in science. Do candidates give an incorrect answer because they do not understand the topic or because they do not understand the language by which the question is framed? This book shows how the analysis of scientific examination questions can answer this question. These chapters show how contemporary linguistics can inform the assessment of science and address topics including: the role of images, lexicography, the morphology of sentences, semantic discontinuity and the active reader. An example question is used throughout the text to illustrate the theories and each chapter has its own useful summary, making it a very readable work
Monografía
monografia Rebiun03867876 https://catalogo.rebiun.org/rebiun/record/Rebiun03867876 |acr nuu---uuuuu 131112s2014 ne | s |||| 0|eng d 9789400774889 978-94-007-7488-9 10.1007/978-94-007-7488-9 doi UR0368013 UPVA 997152052803706 UCAR 991007760701904213 CBUC 991003518695106714 CBUC 991013482349706706 BUS JNU bicssc PD bicssc SCI063000 bisacsh 507.1 23 Day, Adrian The Structure of Scientific Examination Questions Recurso electrónico] by Adrian Day Servicio en línea Dordrecht Springer Netherlands Imprint: Springer 2014 Dordrecht Dordrecht Springer Netherlands Imprint: Springer Humanities, Social Sciences and Law (Springer-11648) SpringerBriefs in Education 2211-1921 Chapter 1 Systemic Functional Analysis and Science Examinations -- Chapter 2 Pictures and Words -- Chapter 3 Sentences -- Chapter 4 Active Readers This book shows how Systemic Functional Linguistics may be used to explore and explain the grammar of scientific examination questions. The author outlines the key elements of this theory and identifies problematical structures that affect the linguistic validity of such education assessment questions. This book also shows how examination questions may provide insight into the relationship between teaching and language in science. Do candidates give an incorrect answer because they do not understand the topic or because they do not understand the language by which the question is framed? This book shows how the analysis of scientific examination questions can answer this question. These chapters show how contemporary linguistics can inform the assessment of science and address topics including: the role of images, lexicography, the morphology of sentences, semantic discontinuity and the active reader. An example question is used throughout the text to illustrate the theories and each chapter has its own useful summary, making it a very readable work Libros electrónicos descargables SpringerLink eBooks--201400 (Servicio en línea) SpringerBriefs in Education 2211-1921