Encyclopedia of Science Education

Living Edition
| Editors: Richard Gunstone

Discourse in Science Learning

Living reference work entry
DOI: https://doi.org/10.1007/978-94-007-6165-0_107-3

Synonyms

Discourse Practices and Science Learning

Discourse is the use of language in context. In each instance of use, discourse is constructed among people in some context, with some history, projections of future actions, and ideological commitments. As discourse entails more than the ideational communication, the broader contexts of social groups, cultural practices, and interpersonal goals need to be taken into consideration when deciphering meaning in interactional contexts. Social norms, expectations, and practices are constructed through discourse processes and, in turn, shape ways that discourse is evoked in each instance, thus instantiating the symbiotic relationship of discourse and sociocultural practices.

Discourse is central to the ways communities collectively construct norms and expectations, define common knowledge for the group, build affiliation, frame knowledge made available, provide access to...

Keywords

Science Education Science Teacher Discourse Analysis Scientific Practice Scientific Discourse 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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References

  1. Halliday MAK, Martin JR (1993) Writing science: literacy and discursive power. University of Pittsburgh Press, PittsburghGoogle Scholar
  2. Kelly GJ (2007) Discourse in science classrooms. In: Abell SK, Lederman NG (eds) Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp 443–469Google Scholar
  3. Lemke JL (1990) Talking science: language, learning and values. Ablex, NorwoodGoogle Scholar
  4. Mortimer EF, Scott PH (2003) Meaning making in secondary science classrooms. Open University Press, MaidenheadGoogle Scholar
  5. Vygotsky L (1978) Mind in society: the development of higher psychological processes. Harvard University Press, Cambridge, MAGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.College of EducationPennsylvania State UniversityUniversity ParkUSA