The present paper analyzes and discusses specific methodological aspects instrumental in promoting the teaching of Green Chemistry (GC); it examines proposals and teaching experience reports from 284 papers published in the "Journal of Chemical Education" (JChemEd), until 2019. Using Discursive Textual Analysis and drawing upon previous…

A number of scholars have shown the prevalence of multiple metaphors in biological conceptions of the living cell. However, there is little research into unpacking these metaphors to understand their ideological implications for scientific knowledge and science education. In this paper, I perform a critical discourse analysis of the representation…

Three new physics teachers graduating from a university provider of initial teacher education in England were paired with a recently retired physics subject specialist teacher in order to provide informal mentoring during their first year of teaching. The aim of this was to explore if a mentoring intervention of this kind could support teacher…

The authors conducted a qualitative content analysis of the 400 National Science Teachers Association Outstanding Science Trade Books for Students K-12 from 2010-2017 selected for their instructional usefulness in science classrooms. The authors examined these expert-recommended science trade books to better understand their design and to identify…

In this article, we focus on a set of remote activities regarding simulated juries, judges' evaluations, communication of verdicts, and a post-discussion conversation. These activities aimed to promote learning of the preservice teachers about the differences between remote and in-person teaching in a chemistry teaching methods course. The set of…

In this article, we argue that students' unfolding discourse on socio-scientific issues (SSI) can be fruitfully analyzed by using dialogical theories of language and communication (Bakhtin 1986; Linell 2009). While research in science education often reports on how individual reasoning changes when bringing SSI into the classroom, we argue for the…

In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is…

Promoting facility with content knowledge is one of the most important objectives of science teaching. Conventionally, the focus for this objective is placed on the substantive side of content knowledge (e.g. science concepts/laws), whereas its epistemic or ontological aspects (e.g. why do we construct concepts?) rarely receive explicit attention.…

In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science (NOS) teaching. Reference disciplines for teaching NOS are disciplines, which reflect upon science, like philosophy of science, history of science, and sociology of science. The culture of these disciplines…

Flavio Azevedo, Peggy Martalock and Tugba Keser have initiated an important conversation in science education as they use sociocultural theory to introduce design based scenarios into the science classroom. This response seeks to expand Azevedo, Martalock and Keser's article "The discourse of design-based science classroom activities" by…

Alexis Patterson's paper researches equity in groupwork in the science classroom by looking at micro-interactions. She points to the key features of student voice, student visibility and student authority while addressing the teachers' role in creating a more equitable and productive talk in science classrooms. This forum paper aims at continuing…

In this paper, I argue that the practice of argumentation will have implications for students not only in science learning, but also, potential transfer in other disciplines. More importantly, the shift toward a shared discursive language practice of argumentation provides an opportunity for both content-area and language development teachers to…

Teachers can reflect on and analyze their classroom discourse to inform their instructional practice. When teachers try to do so however, they often face analytic difficulties, which include the data set (e.g., data input, data transformation, and utterances by unknown speakers), coding (e.g., coding complexity, reliability, and efficiency),…

In this paper, an excerpt of teacher-student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar…

This review explores Meyers and Crawford's "Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies" by examining how they combine the use of inquiry-based science instruction with multicultural strategies. In this conversation, I point to the need of specific discourse strategies…