Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. The three dimensions of learning identified in the Next Generation Science Standards (NGSS) create a need for research methods that examine the sociocultural components of science education. With cutting-edge studies and examples consistent with the NGSS, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers.
"Kelly and Green have developed insights and research methods to examine classroom discourse, and the book structure, organized around eight chapters illustrating specific methods, gives it an innovative nature, while the rigour and depth of the contributions anticipate that it will soon become a classic."
--From the Foreword by María Pilar Jiménez-Aleixandre, Universidade de Santiago de Compostela, Spain
"The text provides a unique opportunity to understand the combination of research lenses, tools, and decision-making when using large-scale video and qualitative data sets. The contributions include rigorous grounding in sociocultural traditions coupled with cutting edge of considerations of contemporary science and engineering learning settings."
-- Heidi Carlone, Hooks Distinguished Professor of STEM Education, The University of North Carolina at Greensboro
List of Figures
List of Contributors
Forward: Meeting Methodological Challenges
[María Pilar Jiménez-Aleixandre]
1. Framing Issues of theory and methods for the study of science and engineering education
[Gregory Kelly & Judith Green]
2. Making science and gender in kindergarten
3. Multimodal analysis of decision making in elementary engineering
4. Translanguaging about socioscientific issues in middle school science
5. Learning through improvement from failure in elementary engineering design projects
6. An Interactional Ethnography Perspective to Analyze Informal Formative Assessments (IFAs) to Build Epistemic and Conceptual Coherence in Science Learning
[Asli Sezen-Barrie & Rachel Mulvaney]
7. Emotional discourse as constructed in environmental science
8. Discourse of professional pedagogical vision in teacher education
[Arzu Tanis Ozcelik & Scott McDonald]
9. Analyzing the generative nature of science teachers’ professional development discourse
10. Commentary: Constructing transparency in designing and conducting multilayered research in science and engineering education: Potentials and challenges of ethnographically informed discourse-based methodologies
11. Commentary: Research methods for the advancement of possibility knowledge and practice in science and engineering education
Appendix A: How we look at discourse: Definitions of sociolinguistic units
[Judith Green & Gregory J. Kelly]
The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.
International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.
Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to: