東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Critical analysis of science-related...

Lottero-Perdue, Pamela S.

FindBook

Google Book

Amazon

博客來

Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice./
作者:	Lottero-Perdue, Pamela S.
面頁冊數:	420 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0948.
Contained By:	Dissertation Abstracts International66-03A.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3169521
ISBN:	0542056801

Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice.
Lottero-Perdue, Pamela S.

Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice. - 420 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0948.

Thesis (Ph.D.)--University of Delaware, 2005.

This study examines the way in which women in a breastfeeding information, support, and advocacy (BISA) community of practice critically engage with written/oral science-related texts. The range of texts that these participants encounter is explored and two critical reading approaches are investigated: (1) critical science reading, or reading to assess text validity; and (2) critical science-related text analysis (CSTA), or reading to determine the way in which a text positions subjects or reality, is indicative of particular interests, or leaves out particular voices. The former has been addressed by science education research; the latter is based upon feminist poststructuralism and critical literacy literature. Participants in BISA encounter a wide range of science-related texts, and, to varying degrees, assess the validity of these texts based upon what they know about science, their own and others' experiences, and practical knowledge. Participants also engage in CSTA to greater and lesser extents. Also, experts in BISA are entrusted by participants in the organization to identify valid and trustworthy texts. Differences in critical science reading across participants and texts are discussed, as are the purposes for critical science reading and conditions in BISA that support these critical practices. This study informs both science education and critical literacy research, argues that critical science reading and CSTA are worthwhile practices of both everyday folks and students, and suggests that educators encourage engagement in these practices by presenting students with conflicting science-related texts, encouraging doubt in and epistemic distancing from science-related texts, and modeling critical engagement with science-related texts for students.

ISBN: 0542056801Subjects--Topical Terms:

1017897
Education, Sciences.

Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice.
LDR:02735nmm 2200277 4500 001 1812761
005 20060427132630.5
008 130610s2005 eng d
020 $a 0542056801
035 $a (UnM)AAI3169521
035 $a AAI3169521
040 $a UnM $c UnM
100 1 $a Lottero-Perdue, Pamela S. $3 1902301
245 1 0 $a Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice.
300 $a 420 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0948.
500 $a Professor in charge: Nancy W. Brickhouse.
502 $a Thesis (Ph.D.)--University of Delaware, 2005.
520 $a This study examines the way in which women in a breastfeeding information, support, and advocacy (BISA) community of practice critically engage with written/oral science-related texts. The range of texts that these participants encounter is explored and two critical reading approaches are investigated: (1) critical science reading, or reading to assess text validity; and (2) critical science-related text analysis (CSTA), or reading to determine the way in which a text positions subjects or reality, is indicative of particular interests, or leaves out particular voices. The former has been addressed by science education research; the latter is based upon feminist poststructuralism and critical literacy literature. Participants in BISA encounter a wide range of science-related texts, and, to varying degrees, assess the validity of these texts based upon what they know about science, their own and others' experiences, and practical knowledge. Participants also engage in CSTA to greater and lesser extents. Also, experts in BISA are entrusted by participants in the organization to identify valid and trustworthy texts. Differences in critical science reading across participants and texts are discussed, as are the purposes for critical science reading and conditions in BISA that support these critical practices. This study informs both science education and critical literacy research, argues that critical science reading and CSTA are worthwhile practices of both everyday folks and students, and suggests that educators encourage engagement in these practices by presenting students with conflicting science-related texts, encouraging doubt in and epistemic distancing from science-related texts, and modeling critical engagement with science-related texts for students.
590 $a School code: 0060.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Health. $3 1017668
690 $a 0714
690 $a 0680
710 2 0 $a University of Delaware. $3 1017826
773 0 $t Dissertation Abstracts International $g 66-03A.
790 1 0 $a Brickhouse, Nancy W., $e advisor
790 $a 0060
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3169521