The language of school textbooks and the ideology of science
Main Article Content
Abstract
Much research has been devoted to problems related to the comprehension of science textbooks...However; less attention has been paid to their representation al science as such. This paper presents aspects of research aimed at characterizing the Language al texts used in social and natural Science courses, and its influence on learning processes. One central aspect is the worldview implicit in the language. This was investigated through analysis al transitivity and ergativity, grammatical metaphor and modality. Results suggest that science is presented as a series al events, classifications and definitions, in an impersonal context Science as human activity is absent The results al scientific Endeavour are presented as unquestionable facts Thus, the learner is excluded /ram participation in scientific activity and restricted to the role al passive observer. This, combined with the power hierarchies inevitably involved in classroom interaction, leaves the leaner in a position al helplessness in the /ace al a knowledgeable elite.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
BECK, l., McKEOWN, M., WORTHY, J. (1995)
Giving a text voice can improve students' understanding. Reading ResearchQuarterly, vol. 30, No.:/. pp. 220-238
BENNET, N., DUNNE, E. (1990)
Implementing (()-{)perative groupwork in dassrooms.ln LEE(1990), pp. 63-78
BRITTON, B., WOODWARD, A., BINKLEY, M.(1993)
Leaming fram textbooks. New Jersey: Lawrence Erlbaum
COLECTIVO URDIMBRE (2000)
Los textos escolares y el aprendizaje en la escuela. Sevilla: Dlada editora.
DAVIE5, F. (1990)
Reading in the National Curriculum : Implications lor !he primary and secondary dassroom. In Harris and Wílkinson (eds.) A guide te
English language in the Naaonal Curriculum. London : Stanley lhomes
DAVI ES, F. (1994)
Marked !heme as a heuristic lor analysing texttype, text and geme. In Pique, J.and Víera D. J. (eds.) Applied languages : theary and pradice
in ESP. Valencia : Universidad de Valenda
DAVIE5, F.• nd Greene, T. (1984)
Reading for learning in the sdences. Edinburgh : Ollver and Boyd
DRIVER, R., GUESNE, E.,TIBERGHIEN, A. (1990)
Children's ideas and the leaming 01 sdence. In LEE(1990) pp. 33-40
EDWARDS,D., MERCER,N. (1990)
Communication and control. In LEE(1990), pp. 103-118.
FENSHAM, P.J. (1985)
Sience lor all: a reflective essay. Jourhal of Curriculum Studies, 17,4,415-35, quoted by Richard Gott and Judith Mashiter: Practical work in sience: a task-based approach? in LEE, Víctor (1990): Children's' learning in school, London: Hodder and Stoughton, pp. 153-167
FRANCIS,G. (n.d.)
Theme in the daily press. Revised and extended version 0f 'Thematic selection and distribution in written discourse". Word, vol.40, 1-2 : 201-221
FRIES,P (1981/1983)
On the status of theme in English : arguments from discourse. Forum Linguisticum 6.1 ; repr. in revised lorm in PetOfi,J.S. and Sozer,E. (eds.) Miao and maao connexity af texts.Hamburg : Helmut Buske
GOTT,R. and M •• hiler, J. (1990)
Practical work in sdence: a task-based approach?
In LEE(1990) pp. 153-167
HAWDAY, MAK. (19B5/19B9)
S;x,ken and written language. Geelong, Víc. :Deakin University Press ; Oxford : Oxford University Press.
HAllIDAY, MAK. (1994)
An introdudion to funtional grammar. London: Edward Amold
HAllIDAY, MAK. and J. R. Martin (1993)
Writing science: literacy and discursive power. London: lhe Falmer Press.
LEE,Victor (1990)
Children's' learning in school. London: Hodder and Stoughton
lUNZER, E., Davies, F. and Greene, T. (1984)
Learning from the written vvord. Edinburgh : Oliver and Boyd
MOSS, G., Mizuno, J., Ávila, D., Barletta, N., Carreño, 5., Chamorro, D., Tapia ,c. (199B) Urdimbre del texto escolar Por qué resultan difliciles algunos textos? Barranquilla: Ediciones
Uninorte
ROGOFF,B. (1993)
Aprendices def pensamiento: Efdesarrollo
cogni6vo en el contexto sodal. Barcelona :
Paidós
sANCHEZ MIGUEl. E. (1993)
Los textos expositivos: estrategias para mejorar
su comprensión. Madrid: santillana