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    The Multi-timescale, Multi-modal and Multi-perspectival Aspects of Classroom Discourse Analysis in Science Education

    Access Status
    Fulltext not available
    Authors
    Tang, Kok-Sing
    Tan, A.L.
    Mortimer, E.F.
    Date
    2021
    Type
    Journal Article
    
    Metadata
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    Citation
    Tang, K.S. and Tan, A.L. and Mortimer, E.F. 2021. The Multi-timescale, Multi-modal and Multi-perspectival Aspects of Classroom Discourse Analysis in Science Education. Research in Science Education. 51 (1).
    Source Title
    Research in Science Education
    DOI
    10.1007/s11165-020-09983-1
    ISSN
    0157-244X
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/84691
    Collection
    • Curtin Research Publications
    Abstract

    EDITORIAL

    Classroom discourse is an indispensable process through which the teaching and learning of any discipline, including science, takes place. In classroom discourse studies, many researchers use a variety of approaches under the umbrella term of “discourse analysis” to understand the dynamic of interaction and sometimes how learning happens in the classroom. Discourse analysis is recognised and frequently discussed as a methodology in applied linguistics (Rex et al. 2010). Researchers in science education typically borrow several analytical tools from discourse analysis and apply them to study the teaching and learning process in the science classroom (broadly defined as a space of learning in and out of school).

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