Anatomy of junior high science textbooks : a content analysis of textual characteristics
Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. Education Bibliography: leaves 109-118 The purpose of this descriptive study was to determine the textual characteristics of junior high science textbooks, focusing on text type, truth status, metalanguage use, scientific status and role in...
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ftmemorialunivdc:oai:collections.mun.ca:theses4/100395 2023-05-15T17:23:33+02:00 Anatomy of junior high science textbooks : a content analysis of textual characteristics Penney, Kimberley, 1970- Memorial University of Newfoundland. Faculty of Education. 2000 vii, 118 leaves Image/jpeg; Application/pdf http://collections.mun.ca/cdm/ref/collection/theses4/id/100395 Eng eng Electronic Theses and Dissertations (14.99 MB) -- http://collections.mun.ca/PDFs/theses/Penney_Kimberley.pdf a1522243 http://collections.mun.ca/cdm/ref/collection/theses4/id/100395 The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries Science--Study and teaching (Middle school)--Textbooks Text 2000 ftmemorialunivdc 2015-08-06T19:22:11Z Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. Education Bibliography: leaves 109-118 The purpose of this descriptive study was to determine the textual characteristics of junior high science textbooks, focusing on text type, truth status, metalanguage use, scientific status and role in scientific reasoning. Two textbook series were selected for analysis. Samples, representing ten percent of a life science and a physical science unit, were randomly selected from each textbook and analyzed. Popular reports of science were similarly analyzed to provide a comparative base. -- The general findings are: (1) the text type is overwhelmingly expository with no evidence of argumentation; (2) both forms of scientific writing are largely written as "true," but textbooks present scientific knowledge as less textured and more "true"; (3) textbooks have only one-third the metalanguage use of popular reports of science; and (4) the majority of statements are facts or conclusions. The differences found between the two forms of scientific writing are discussed in light of the goal of scientific literacy. Text Newfoundland studies University of Newfoundland Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
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Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
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English |
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Science--Study and teaching (Middle school)--Textbooks |
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Science--Study and teaching (Middle school)--Textbooks Penney, Kimberley, 1970- Anatomy of junior high science textbooks : a content analysis of textual characteristics |
topic_facet |
Science--Study and teaching (Middle school)--Textbooks |
description |
Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. Education Bibliography: leaves 109-118 The purpose of this descriptive study was to determine the textual characteristics of junior high science textbooks, focusing on text type, truth status, metalanguage use, scientific status and role in scientific reasoning. Two textbook series were selected for analysis. Samples, representing ten percent of a life science and a physical science unit, were randomly selected from each textbook and analyzed. Popular reports of science were similarly analyzed to provide a comparative base. -- The general findings are: (1) the text type is overwhelmingly expository with no evidence of argumentation; (2) both forms of scientific writing are largely written as "true," but textbooks present scientific knowledge as less textured and more "true"; (3) textbooks have only one-third the metalanguage use of popular reports of science; and (4) the majority of statements are facts or conclusions. The differences found between the two forms of scientific writing are discussed in light of the goal of scientific literacy. |
author2 |
Memorial University of Newfoundland. Faculty of Education. |
format |
Text |
author |
Penney, Kimberley, 1970- |
author_facet |
Penney, Kimberley, 1970- |
author_sort |
Penney, Kimberley, 1970- |
title |
Anatomy of junior high science textbooks : a content analysis of textual characteristics |
title_short |
Anatomy of junior high science textbooks : a content analysis of textual characteristics |
title_full |
Anatomy of junior high science textbooks : a content analysis of textual characteristics |
title_fullStr |
Anatomy of junior high science textbooks : a content analysis of textual characteristics |
title_full_unstemmed |
Anatomy of junior high science textbooks : a content analysis of textual characteristics |
title_sort |
anatomy of junior high science textbooks : a content analysis of textual characteristics |
publishDate |
2000 |
url |
http://collections.mun.ca/cdm/ref/collection/theses4/id/100395 |
genre |
Newfoundland studies University of Newfoundland |
genre_facet |
Newfoundland studies University of Newfoundland |
op_source |
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries |
op_relation |
Electronic Theses and Dissertations (14.99 MB) -- http://collections.mun.ca/PDFs/theses/Penney_Kimberley.pdf a1522243 http://collections.mun.ca/cdm/ref/collection/theses4/id/100395 |
op_rights |
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. |
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