以科学教材为手段提高高中生物学生的学科科学素养亚博英雄联盟

读者需要特定的技能和知识来支持他们在生物学方面的阅读，以便阅读和理解生物学文本。学科素养是指从事与内容专家一致的社会、符号学和认知实践的能力。因此，在科学方面的素养不仅仅包括对科学现象的知识，还包括进入一种不同的思考和解释自然世界的方式。高中学生应该阅读学科课本亚博英雄联盟。然而，要满足高中的读写能力要求还面临许多挑战。许多学者主张明确关注学科特定的认知策略、语言技能、读写实践和思维习惯，然而，关于在科学课堂中促进学科素养的学习目标和合适的阅读策略，仍有许多问题不清楚。本研究的主要目标是:(1)阐明使用改编的初级文献(APL)文章作为学习科学语言、科学推理和交流的模型的教学支持，以及(2)设计和研究旨在提高教师和学生学科素养的基于文本的策略。亚博英雄联盟使用不同的方法进行的三项研究，从文本、教师和学生的角度观察语言在各种科学文本类型中的使用，构成了这项研究。亚博英雄联盟第一个研究展示了使用系统功能语法作为分析工具的文本分析结果。比较了APL文章与PSL和通俗文章的词汇语法特征和语义关系。 Findings from the SFG analysis suggest that the adaptation of the APL articles lowers the lexical complexity and increases the readability of the text, making it more readable and probably more suitable for high school students, while at the same time retaining the authenticity of the scientific writing. In the second study, the design and assessment of a professional development (PD) program for in-service high school biology teachers is presented. This PD is a new model for teachers’ PD which emphasizes the linguistic, semantic and structural 11 features of different scientific text genres, and focuses on scientific reading and writing skills. Evidence from discourse analysis suggests that teachers expanded their views about the use of texts in their class, and shifted towards a more disciplinary view for teaching using texts. Specifically, teachers were able to connect the language of science and the epistemology of science to critically assess different scientific text genres, and use the language of science to reflect on their own teaching and on the APL that they adapted during the course. In the third study, an intervention aimed at promoting students' NOS understanding and critical thinking skills is presented. In this intervention all the students participated in lessons about argument fallacies, and then one group of students read and debated about two popular articles, and a second group of students read and debated about two APL articles. Students were asked to read and criticize a popular article and to answer a NOS questionnaire, prior to the intervention, and following the intervention. It was found that in both the popular group and the APL group the students provided significantly more fallacies in the post-questionnaire compared to the pre-questionnaire. Thus, students’ ability to criticize the popular articles significantly improved. In addition, a significant improvement in students' understanding of the argumentative NOS was found in both groups, and a significant improvement in the understanding of tentativeness was found in the APL article group. These results suggest that although engaging with contradictory articles and debating had a significant effect on students’ ability to criticize popular articles, the genre of the text may also influence the students’ ability to evaluate evidence. Based on the results from the three studies I argue that to develop students’ disciplinary literacy, teachers should teach their students how to read specialized disciplinary texts, and in doing so they must emphasize the specialized linguistic features and their functionality in these texts. I suggest using APL articles as an apprenticeship-genre, for learning scientific reasoning and communication, and to promote teachers’ and students' disciplinary literacy.