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Discourse Analysis and Multimodal Meaning Making in a Science Classroom: Meta-Methodological Insights from Three Theoretical Perspectives
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Martin, Jenny; Xu, Lihua; Seah, Lay Hoon – Research in Science Education, 2021
This article provides rich insights into the process of data generation for discourse analysis from three separate studies of the video recordings of a single science classroom in action. The central claim is that multimodal transcription can contribute to developments in discourse theory. A three-stage reflective heuristic is developed and used…
Descriptors: Discourse Analysis, Science Instruction, Video Technology, Heuristics
The Long Road to Shared PCK: A Science Teacher's Personal Journey
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Vázquez-Bernal, Bartolomé; Mellado, Vicente; Jiménez-Pérez, Roque – Research in Science Education, 2022
Teachers' development can be seen as a dialog between their reflective thinking and their actions, with an added gradient of complexity from their social interactions. All of these elements are conjugated within their classroom practice, with their Pedagogical Content Knowledge (PCK) as theoretical background. This paper analyzes the case of a…
Descriptors: Science Teachers, Technological Literacy, Pedagogical Content Knowledge, Reflection
Relationships between Teacher Discursive Moves and Middle School Students' Cognitive Contributions to Science Concepts
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Soysal, Yilmaz; Yilmaz-Tuzun, Ozgul – Research in Science Education, 2021
This study investigated science classroom discourse in terms of the types of teacher discursive moves (TDMs) and the relationships between the types of TDMs and student-led cognitive contributions in different science concepts by considering the classroom context. An experienced seventh-grade science teacher and her 19 students were engaged in…
Descriptors: Middle School Teachers, Video Technology, Science Instruction, Classroom Environment
Determining the Mechanics of Classroom Discourse in Vygotskian Sense: Teacher Discursive Moves Reconsidered
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Soysal, Y. – Research in Science Education, 2020
This study identified the accumulated distributions of the enacted discursive moves during classroom inquiry to demonstrate how a science teacher reacted to the existence of two mutually exclusive social languages: everyday social languages of the students vs. social languages of school science. The participants were a science teacher and 26…
Descriptors: Classroom Communication, Discourse Analysis, Video Technology, Science Teachers
After-School Spaces: Looking for Learning in All the Right Places
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Schnittka, Christine G.; Evans, Michael A.; Won, Samantha G. L.; Drape, Tiffany A. – Research in Science Education, 2016
After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might…
Descriptors: After School Education, Science Education, Engineering, Design
Science Students' Classroom Discourse: Tasha's Umwelt
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Arnold, Jenny – Research in Science Education, 2012
Over the past twenty-five years researchers have been concerned with understanding the science student. The need for such research is still grounded in contemporary issues including providing opportunities for all students to develop scientific literacy and the failure of school science to connect with student's lives, interests and personal…
Descriptors: Foreign Countries, Scientific Attitudes, Video Technology, Classroom Communication