Theory and Methods for Sociocultural Research in Science and Engineering Education: 1st Edition (Paperback) book cover

Theory and Methods for Sociocultural Research in Science and Engineering Education

1st Edition

Edited by Gregory J. Kelly, Judith L. Green


280 pages | 25 B/W Illus.

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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

Table of Contents

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

[Alicia McDyre]

3. Multimodal analysis of decision making in elementary engineering

[Carmen Vanderhoof]

4. Translanguaging about socioscientific issues in middle school science

[Peter Licona]

5. Learning through improvement from failure in elementary engineering design projects

[Matt Johnson]

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

[Beth Hufnagel]

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

[Amy Ricketts]

10. Commentary: Constructing transparency in designing and conducting multilayered research in science and engineering education: Potentials and challenges of ethnographically informed discourse-based methodologies

[Audra Skukauskaite]

11. Commentary: Research methods for the advancement of possibility knowledge and practice in science and engineering education

[Kristiina Kumpulainen]

Appendix A: How we look at discourse: Definitions of sociolinguistic units

[Judith Green & Gregory J. Kelly]

About the Editors

Gregory J. Kelly is Senior Associate Dean for Research, Outreach, and Technology and Distinguished Professor of Education in the College of Education at Pennsylvania State University, USA.

Judith L. Green is Professor Emeritus of Education at the University of California, Santa Barbara, USA.

About the Series

Teaching and Learning in Science Series

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:

  • the practicality of scientific literacy
  • science for "all" in urban and rural settings
  • scientific inquiry
  • nature of science
  • student misconceptions
  • conceptual change
  • teacher education
  • curriculum development
  • educational policy
  • high stakes testing
  • alternative teacher certification
  • apprenticeship models
  • curriculum integration
  • problem-based learning
  • special needs students and science reforms
  • teacher knowledge and beliefs
  • informal science education
  • classroom discourse
  • professional development
  • teacher/scientist collaborations
  • technology integration
  • equity and diversity within a climate of change

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Teaching Methods & Materials / General
EDUCATION / Teaching Methods & Materials / Science & Technology
EDUCATION / Research