Scientific literacy: A systemic functional linguistics perspective

By Z. Fang. 2005

435 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/385bc58cd4ee4b1c5d125efc9803bba86119f592

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding the Language Demands of Schooling: Nouns in Academic Registers (2006, background): “Taken together, the three texts contain key features of the genres and registers that are commonly encountered by students at different stages of schooling (also see Christie, 1998; Fang, 2005; Perera, 1982; Schleppegrell, 2004; Unsworth, 2001).”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “…unique grammatical and textual features, such as high lexical density (the amount of information contained in a text), abstraction, and technicality (the use of specialised terminology), and the frequent use of visual representations (Fang, 2005, 2006; Halliday, 2004; Trumbo, 2000; Unsworth, 2001).”
Epilogue: Plotting a Research Agenda for Multiple Representations, Multiple Modality, and Multimodal Representational Competency (2010, background): “We think that integrating ideas about cognitive psychology, nature of science, and linguistics, dual codes, visualization, models and model formation, types of representation, and systemic functional linguistics ( Fang 2005, 2006; Halliday 1975; O’Halloran 2004; Unsworth 2001) might be a productive”
The Language Demands of Science Reading in Middle School (2006, background): “Before proceeding further, I should note that while I recognize that LSS can be both oral and written, I decided to limit my discussion to the written language of school science, particularly that of science textbooks, because of its significance in school curriculum (Good, 1993; Weiss, Banilower, M”
The language of ciencia: translanguaging and learning in a bilingual science classroom (2018, background): “Fang (2005) highlights key features of scientific writing – informational density, abstraction, technicality, and an objective, assertive tone (authoritativeness) – that distinguish it from vernacular language and pose challenges for emergent bilinguals.”
Improving Middle School Students’ Science Literacy Through Reading Infusion (2010, background): “For example, Fang (2005) demonstrated that middle school science texts are challenging for students because they typically deal with topics that are far removed from students’ everyday life experiences and often use language that is simultaneously techni- cal, dense, abstract, and hierarchically…”