What Is a Scientific Text Definition

These texts tell the reader how to perform an action, para. B example how to connect a computer. Five common types of structures used in scientific texts are: This is the central part of the text in which the whole process is developed. However, it should be borne in mind that in this type of text, subdivisions by chapters are usually not treated, since their order follows a logical and objective form, which leaves no room for digression, but follows their connection. It concludes with a series of findings and conclusions about the research process and highlights the most important aspects. Often, this is a type of text that results from a research process in which different data and related aspects are captured. It is presented in an organized and systematic manner in which conclusions, results, process descriptions, data and other basic elements are added. Scientific texts are a good example of the difficult text to which the editors of the CCSS refer. These texts often present conceptually rich information, but also conceptually dense and abstract; They use terminology unknown to many students. and they present explanations with language in a way that students do not find in their daily use of the language or when reading fictional and narrative texts (Palincsar, 2013, p. 10). Michaels argued that literacy is “reflection disciplined by text and conversation” and that these reasoning practices must be implemented.

That is, students learn to argue – by building arguments based on evidence, engaging with them, and criticizing them – primarily through conversations, attention, and joint activities with others. These social activities may include writing in addition to speaking, but have the ultimate goal of making students` thinking public and accessible to other members of the community. Therefore, she said, the challenge is to create class environments that support this type of structured social interaction and public thinking. In fact, Michaels argued that all scientific practices include these practices of public reasoning. According to her, “a well-structured conversation – guided and armed discussion or reasoning – must become the new basis for all common core practices and ngSS.” In general, the scientific text is the product or information gathered from systematic or methodical work in which a phenomenon, element or situation has been analyzed according to a set of principles and assumptions. Each of these elements is crucial in the process and therefore must be recorded in a scientific text. Scientific literature is easier to understand the more it resembles a narrative text and focuses on human goals and actors. These texts simply describe a phenomenon, such as the creation of the universe, and are usually based on the logical cause. Scientific texts assume a different way of explaining events; This way can be very different from the usual method. Illustrations are particularly suitable for this type of structure, and research has shown that memory and comprehension are very useful when images representing a series of steps in a cause-and-effect chain are closely related to explanatory text.

Proximity is crucial – one study that used computer-aided teaching found a dramatic improvement in memory when the narrative was synchronized with animation, for example, but there was no improvement when the narrative was presented before or after the text. If you are presented with an illustration that is accompanied by an accompanying text but is not closely integrated into it, you will probably find it useful to incorporate it into the text yourself. A critical attitude to ideas based on reasoning and learning scientific reasoning are key elements of scientific discourse, according to two moderators who focused their remarks specifically on the importance of scientific discourse in the classroom. Sarah Michaels of Clark University addressed the centrality of discourse as part of the social nature of science. Later in the workshop, Okhee Lee of New York University shared his perspective on the topic, providing an initial framework for examining the analytical, receptive, and productive linguistic functions required by scientific discourse in the classroom. However, refuting the text alone is usually not enough. While it is useful, it is most effective when combined with other support strategies. One of these strategies is elaborate questioning, in which the student (basically) wonders why such a fact is true. This type of literature can also refer to reports of scientific observations and results presented to their branch in a specific and conventional way.

We speak of scientific texts when we refer to all those written texts that contain information about concepts, theories or other series of topics based on scientific knowledge, which is why they are written in a special technical language for the audience to which they are addressed. In this first part, it is necessary to place the title that reflects the subject to be presented in the scientific text. In many cases, given the scientific nature of the text, authors usually place the title in English and in the author`s language, as these are usually resources that are shared, disseminated, and serve as a basis for other research processes. In textbooks and other sources, scientific writing is designed to convey meaning for specific purposes. Mary Schleppegrell, of the University of Michigan, explained that scientific texts often fall into certain genres depending on the purpose of that text, and these different types can be found in a single source, such as .B a textbook that students would come across. She explained that these genres include definition, explanation, narrative/procedure, and argumentation, and each serves a specific purpose in conveying scientific information: there are many memory strategies that can be effective in improving your text memory. However, recent research shows that it`s easy to think that you can improve your memory by applying one of these strategies to each text. Different strategies are effective with different types of text. Obviously, the type of structure is limited by the material covered. However, we can make the general assertion that the text that encourages the student to make connections is the most useful in terms of comprehension and memory.

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