The Multi-timescale, Multi-modal and Multi-perspectival Aspects of Classroom Discourse Analysis in Science Education
MetadataShow full item record
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).
Showing items related by title, author, creator and subject.
Transforming the culture of teaching and learning in science: the promise of moral dilemma stories: an interpretive case studySettelmaier, Elisabeth (2003)It has become a habit of our time to lament about the state of the world and simultaneously profess that there is not really anything we, as individuals, can do about it because there is just too much that needs fixing. ...
Educational practice and learning environments in rural and urban lower secondary science classrooms in Kalimantan Selatan, IndonesiaWahyudi, (2004)This study investigated the educational practices and learning outcomes in rural and urban lower secondary school science classrooms of Kalimantan Selatan, Indonesia. Guided by six research questions, this study focused ...
Taylor, Simon P. G. (2012)This thesis is based on a project named Please Let Us Take Off (PLUTO) which recognized the need to further consider students’ attitudes and perceptions of their science experiences at secondary school and to examine their ...