In recent years, research on students' scientific argumentation has progressed to a recognition of nascent resources: Students can and do argue when they experience the need and possibility of persuading others who may hold competing views. Our purpose in this article is to contribute to this progress by applying the perspective of framing to the…

We set out to understand how different instantiations of inquiry emerged in two different years of one elementary teacher's classroom. Longitudinal observations from Mrs. Charles' 5th grade science classroom forced us to carefully and deliberately consider who exactly was responsible for the change in the class activities and norms. We provide…

Describes how oral and written-discourse processes in a high school physics class are related to sociocultural practices in scientific communities. Finds that students' appropriation of scientific discourse was related to the framing activities of the teachers and the social practices established over time in the classroom. Contains 74 references.…