Evaluating two 7th grade texts of "pyramid of energy flow"

Chia Cheng Yeh, Wen- Jin Yang, Pin Yin Liao, Bo Sen Huang

Research output: Contribution to journalArticle

Abstract

This study investigates the differences between two texts (X-version and Y-version) regarding pyramid of energy flow in 7th grade science textbooks, conducting a stepwise regression analysis of language base on systemic functional linguistics. The analysis required studying the number of events, lexical density, zero anaphora, nominal groups, technical construction, and cohesion, to clarify the differences between the two texts. The results of this study showed no differences between these two texts regarding the number of events and lexical density. The Y-version provided more cues for readers to retrace the zero anaphora and understand the taxonomy of nominal groups. For providing interpretations of scientific concepts, the Y-version was more cohesive compared to the X-version by using more language resources, such as conjunctions and adverbs. Therefore, evaluations of the texts should consider the features of Mandarin and the language of science.

Original languageEnglish
Pages (from-to)175-206
Number of pages32
JournalJournal of Research in Education Sciences
Volume56
Issue number2
Publication statusPublished - 2011 Jan 1

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school grade
energy
language of science
event
language
taxonomy
textbook
regression analysis
Group
linguistics
interpretation
science
evaluation
resources

Keywords

  • Cohesion
  • Features of Mandarin
  • Language of science
  • Science text
  • Technicality construction

ASJC Scopus subject areas

  • Education

Cite this

Evaluating two 7th grade texts of "pyramid of energy flow". / Yeh, Chia Cheng; Yang, Wen- Jin; Liao, Pin Yin; Huang, Bo Sen.

In: Journal of Research in Education Sciences, Vol. 56, No. 2, 01.01.2011, p. 175-206.

Research output: Contribution to journalArticle

Yeh, Chia Cheng ; Yang, Wen- Jin ; Liao, Pin Yin ; Huang, Bo Sen. / Evaluating two 7th grade texts of "pyramid of energy flow". In: Journal of Research in Education Sciences. 2011 ; Vol. 56, No. 2. pp. 175-206.
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