SCIENCE EDUCATION IN PRIMARY AND

SECONDARY LEVEL
AN ANALYSIS OF THE DISCURSIVE TRANSITIONS ACROSS DIFFERENT MODALITIES OF THE
PEDAGOGIC DISCOURSE

Member of 1st Group:

1. Arifah Khairrani
2. Bustomi 1701618044
3. Divia Pricilla
4. Fadhil Firmansyah 1701618057
5. Kevin Anand Nugroho 1701618072
6. Rika Oktavia 1701618133
THE ISSUE OF TEXTBOOKS IN THE SCIENCE EDUCATION
LITERATURE

Studies on the school science textbooks can be grouped, according to their particular focus, into the following
categories:
 (a) studies which focus on elements of textbooks, such as the content, vocabulary, illustrations used, and the
teaching methods promoted which are treated as simplified "castings" of the scientific structure; and
 (b) those considering the principles that organize the content and the form of presentation by conceiving
textbooks as texts playing a crucial role in the determination of practices and social positions within the
pedagogic discourse.
THEORETICAL FRAMEWORK THE KNOWLEDGE SYSTEMS

Examined are specialised ‘scientific knowledge’ and every other form of knowledge lying.

By definition, strong classification formulates well-defined borderlines, while weak classification results in blurred
borderlines between these two types of knowledge.
RESULTS

1. The Linguistic Mode

The analysis of the school science textbooks of both primary and secondary level showed that the vast majority
of their linguistic units belong to the metaphoric modality (strong classification and low formality).

2. The Visual Mode

The analysis of the visual images contained in the school science textbooks showed that the majority of these
images in the primary textbooks correspond to the public modality (non specialized content and code or weak
classification and low formality).
3. Pedagogic Implications
Combining the results from the analysis of both the linguistic and the visual modes employed in the science
textbooks of both levels, the discursive transition that emerges is from the metaphoric-authoritarian towards the
metaphoric-esoteric or metaphoric-liberal modality.
The comparison between the pedagogic modalities emerged by the linguistic and the visual mode of the
science textbooks respectively, reveals that the visual mode tends to lower both the classification and the formality
of the relevant texts.
GROUP COMMENT

The aim of this journal, who mapping of the discursive transitions in school science from the primary to the
secondary level as reflected in the corresponding textbooks already well written by good hands. They already writing
based on EYD and how this journal plot(from the issues, theoretical framework,methodology,result, until the
implications) really good to guide us as a reader to understand the aim of this journal.
Sadly in their closing, they not make a good closing. In this journal they compare pedagogic modalities promoted
by their linguistic and visual, but in their closing they aren’t tell us the conclusion whic one better, their conclusion is
just respectively. Even they think visual mode relate more, i think they should clarify it and put it as conclusion. But
after all, this journal can be a material that help us to choose/divide the modalities promoted by linguistic and visual
when we teach in our future class later.
LIST OF EDUCATION TERMS
NO WORDS IN OXFORD IN BAHASA
1 Science Structure and behaviour of the natural and physical world, based on facts that you can prove, Ilmu
for example by experiments.

2 Textbooks Buku pelajaran

A book that teaches a particular subject and that is used especially in schools and colleges.
3 Hypothesis An idea or explanation of something that is based on a few known facts but that has not yet Hipotesa
been proved to be true or correct.
4 Research Penelitian
A careful study of a subject, especially in order to discover new facts or information about it.
5 Studies A particular person’s learning activities. Studi
6 Teaching The work of a teacher. Pengajaran

7 Epistemological The part of philosophy that deals with knowledge. Epistemoslogis

8 Discourse Ceramah
A long and serious treatment or discussion of a subject in speech or writing.
9 Learning Knowledge that you get from reading and studying. Belajar
10 Analytic Using a logical method of thinking about something in order to understand it, especially by Analitik
looking at all the parts separately.
LIST OF EDUCATION TERMS
11 Scientist A person who is studying or has expert knowledge of one or more of the Ilmuan
natural or physical sciences. Insinyur

12 Engineer A person who design, builds, or maintains engine, machines, or strucktures. Linguistik
13 Linguistic Relating to language or linguistics.
14 Semiotics The study of signs and symbols and their use or interpretation. Semiotik

15 Geometrical Relating to or denoting a style of Early English tracery based on the geometry Geometris
of circle
16 Alphanumeric Consisting of or using both letters and numerals. Alfanumerik
17 Pedagogic Relating to teaching. Pedagogis
18 Metaphoric Characteristic of or relating to metaphor; figurative. Metaforis

19 Knowledge Facts, information, and skills acquired through experience; the theoritical Pengetahuan
or practical understanding of a subject.

20 Implication The conclusion that can be drawn from something although it is not explictly Implikasi
starded.

21 Guidance Advice or information aimed at resolving a problem or difficulty, especially Bimbingan

as given by someone in authority.
22 Subject matter The topic dealt with or the subject represented in a debate, exposition, Materi Pelajaran
or work of art.