Nominalization, abstraction and technicality in History and Physical Science: some evidence from Greek primary school textbooks

• Κύριοι συγγραφείς: MANIOU, EIRINI, KONDYLI, MARIANNA
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: Urray 2017
• Θέματα: Teaching practice, JATD, automatic, game descriptors; History, resonance, vibration, waves, cord; Comparatism, dietitian school, epistemic games, social practice of reference, didactic transposition; Serious games, education to sustainable development, experiential learning; Web simulation, experimental design, adaptive scaffolds, biology, high school; Inquiry, learning tool, social media and university students; Bac-3 and Bac + 3 project, chemistry, semiotic register, modelling process; Attrition, Science Teacher Education, Open and Distance Education, Pre-service Teachers; Teaching practices, JATD, didactic action, didactic game, practical epistemology; Analyse lexicométrique, analyse thématique, triangulation méthodologique, biodiversité, curriculum; Emotional and behavioural difficulties, social and emotional learning, teacher-student relationships; Aspects of adulthood, emerging adulthood, higher education students, roles of adults; Complex technological system, car, energy, environment, secondary education; Motivation, scientific career, school-university partnership, professional identity; Expert teacher, task, difficulty, prediction, technical drawing; Erasmus, student mobility, emerging adulthood, higher education, student development; Technical teaching, reform, Electric Engineering, French language, scientific subjects, difficulties; Ecological reasoning, nature’s predictability, two-tier questionnaire, nature views; Initial training, pedagogical knowledge learning, identification methodology, activity control feedback loop, aware and unaware learning; Force on the tooth, three dimensional perception, graphic representation, digital models; Teaching practices, TACD, practical epistemology, transactions, transistor; Critical Reflection, art in education, teachers’ education, university pedagogy, transformative learning; Student dropout, Greece, qualitative research, interview quality, stance of universalism; Immigrants, socio-economic status, habitus, educational aspirations and expectations, young people’s educational choices; Sentiment analysis, opinion mining, education, commercial systems, benchmark; Cognitive ergonomics, space ergonomics, computer laboratory; Science history, wave function, interpretation of quantum mechanics, epistemology; Listening, speaking, oral communication models, literacy practices; Vocational activities, descriptions, differences between teachers and practitioners, implications on education; Socioscientific issue, citizenship education, knowledge, play role, sustainable energies; Open Educational Resources (OER), Webquest, Sustainable Development; Situational Pedagogy, skills in professional communication, professional didactics; Abstraction, technicality, grammatical metaphor, nominalization, Systemic Functional Linguistics, History, Physical Science, Greek textbooks; Educational content, blackboard, morpho-dynamics, non temporalization of displacements in the gridlines

The aim of this paper is to analyse Greek primary school textbooks of History and Physical Science in terms of their abstraction and technicality, which - following Systemic Functional Linguistics - characterize educational knowledge, mainly based on written language. Written texts reconstruct experience into specialized knowledge through the grammatical metaphor of nominalization, which is considered to be strongly related to the recontextualization of oral mode to written mode. Moreover, research on secondary education school texts has shown relevant variety between Physical Science and History texts by means of lexicogrammatical choices employed. But, since relevant research stresses the importance of grammatical metaphor in secondary education, our attempt in this paper is to illustrate some facets of the same phenomenon in Greek primary education textbooks. More specifically, our aim is to analyse some Greek textbooks of History and Physical Science in terms of nominalization in order to account for its ways to pattern specialized fields, according both to grades (A΄ to F΄) and to different school disciplines.