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Hanrahan, Mary U. – Science Education, 2006
There is evidence that alienation from science is linked to the dominant discourse practices of science classrooms (cf. Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex). Yet, in secondary science education it is particularly hard to find evidence of curriculum reform that includes explicit changes in…
Descriptors: Classroom Communication, Discourse Analysis, Educational Change, Curriculum Development