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Table 6. Evaluation of the overall formality of the visual mode in Example ° Therefore the image in the Example 3 tends to be compatible with the esoteric

Table 6 Evaluation of the overall formality of the visual mode in Example ° Therefore the image in the Example 3 tends to be compatible with the esoteric

Related Figures (15)

Figure 1: Framework for PISA 2006 science assessment (OECD, 2006).
Figure 1: Framework for PISA 2006 science assessment (OECD, 2006).
Figure 2: The textual modalities emerging from the combination of the levels esoteric, the metaphorical, the public and the mythical one (see Figure 2).
Figure 2: The textual modalities emerging from the combination of the levels esoteric, the metaphorical, the public and the mythical one (see Figure 2).
Table 2. Formality markers and overall formality of the linguistic code The overall grid of analysis for the linguistic mode can also be seen in Figure 3 in the Results section.
Table 2. Formality markers and overall formality of the linguistic code The overall grid of analysis for the linguistic mode can also be seen in Figure 3 in the Results section.
Table 3. Evaluation of the overall formality of the linguistic mode in Example 1
Table 3. Evaluation of the overall formality of the linguistic mode in Example 1
characterized by high formality as shown in the detailed analysis of Table 4.
characterized by high formality as shown in the detailed analysis of Table 4.
Table 5. Formality markers and overall formality of the visual code
Table 5. Formality markers and overall formality of the visual code
Example 4 (science textbook passage)
Example 4 (science textbook passage)
Table 7. Evaluation of the overall formality of the visual mode in Example 4
Table 7. Evaluation of the overall formality of the visual mode in Example 4
Table 8. Genres in stimulus texts of PISA science stimulus texts and school mode in regards to classification and formality will be presented. Figure 3
Table 8. Genres in stimulus texts of PISA science stimulus texts and school mode in regards to classification and formality will be presented. Figure 3
strong classification (89.3%) dominate.
strong classification (89.3%) dominate.
test items and the text units of school science textbooks Table 9. The textual modalities promoted by the stimulus texts of PISA science
test items and the text units of school science textbooks Table 9. The textual modalities promoted by the stimulus texts of PISA science
of PISA stimulus texts and the text units of school science textbooks On the other hand, the visual representations included in school science
of PISA stimulus texts and the text units of school science textbooks On the other hand, the visual representations included in school science
The analyzed PISA science test items
The analyzed PISA science test items
Related topics:
Science CommunicationScience EducationPerformance Based Assessment (Education)PISA and TIMSS Result
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