Human–Nature Relationships in School Science: A Critical Discourse Analysis of a Middle-Grade Science Textbook

摘要: Science education has a central role to play in preparing scientifically literate citizenry that is capable of understanding complex environmental challenges facing human societies and making well-informed evidence-based decisions help resolve these challenges. However, evidence suggests most Americans are poorly equipped with the knowledge necessary for informed action. In this study, we attempted understand how language science textbooks works represent world students distinct ways have serious implications their ecological literacy. Using methodological framework based on critical discourse analysis systemic functional linguistics, focused clarifying textual representations relationships between natural social systems as portrayed seventh-grade textbook widely adopted middle schools Georgia, United States. Results indicate offers outdated systems’ agency relationships. We discuss call reformed underscore embeddedness world.