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Instructions, Commands, and Coercive Control: A Critical Discourse Analysis of the Textbook Representation of the Living Cell
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Navare, Charudatta – Cultural Studies of Science Education, 2023
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…
Descriptors: Cytology, Science Instruction, Textbooks, Content Analysis
Hybrid Language as a Tool for Enhancing Involvement in Learning a Biochemistry Process: A Self-Study
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Ronen, Ilana Klima; Sachyani, Dana – International Journal of Science Education, 2023
Helping preservice teachers use hybrid language representations in science is important if they are to become scientifically literate and able to engage in the discourse for understanding scientifiyc issues. Using hybrid language representations based on the framework of computer-supported collaborative learning, the teacher educator applied the…
Descriptors: Biochemistry, Science Teachers, Preservice Teachers, Teacher Education Programs
A Model of How Different Biology Experts Explain Molecular and Cellular Mechanisms
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Trujillo, Caleb M.; Anderson, Trevor R.; Pelaez, Nancy J. – CBE - Life Sciences Education, 2015
Constructing explanations is an essential skill for all science learners. The goal of this project was to model the key components of expert explanation of molecular and cellular mechanisms. As such, we asked: What is an appropriate model of the components of explanation used by biology experts to explain molecular and cellular mechanisms? Do…
Descriptors: Biology, Specialists, Science Instruction, Molecular Structure
Applying Conceptual Blending to Model Coordinated Use of Multiple Ontological Metaphors
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Dreyfus, Benjamin W.; Gupta, Ayush; Redish, Edward F. – International Journal of Science Education, 2015
Energy is an abstract science concept, so the ways that we think and talk about energy rely heavily on ontological metaphors: metaphors for what kind of thing energy is. Two commonly used ontological metaphors for energy are "energy as a substance" and "energy as a vertical location." Our previous work has demonstrated that…
Descriptors: Figurative Language, Science Instruction, Scientific Concepts, Energy
The Importance of Language in Students' Reasoning about Heat in Thermodynamic Processes
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Brookes, David T.; Etkina, Eugenia – International Journal of Science Education, 2015
Researchers believe that the way that students talk, specifically the language that they use, can offer a window into their reasoning processes. Yet the connection between what students are saying and what they are actually thinking can be ambiguous. We present the results of an exploratory interview study with 10 participants, designed to…
Descriptors: Physics, Science Instruction, Thermodynamics, Language Usage
Inquiry in Conversation: Exploring the Multiple Solution Pathway (MSP) Lesson Structure as a Means to Progressive Discourse in the Science Classroom
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Criswell, Brett A. – ProQuest LLC, 2009
This exploratory, descriptive study examined the way five chemistry teachers from four different schools enacted their visions of an activity labeled as the multiple solution pathway (MSP) lesson structure--one in which students were given a relevant problem to solve and the opportunity to propose and explore several solutions to the problem. A…
Descriptors: Figurative Language, Discourse Analysis, Epistemology, Science Instruction