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Classroom Discourse and Science Learning

Issues of Engagement, Quality and Outcome

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Science Education Research and Practice in Europe

Part of the book series: Cultural Perpectives in Science Education ((CHPS,volume 5))

Abstract

Research into teaching and learning scientific conceptual knowledge has been a prominent line of work in the Centre for Studies in Science and Mathematics Education (CSSME), at the School of Education, University of Leeds, UK for over 25 years. This work was initiated by Rosalind Driver when she set up the Children’s Learning in Science Project (CLISP) in 1982.

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Author information

Authors and Affiliations

  1. CSSME, School of Education, University of Leeds, UK

    Dr. Asma Almahrouqi

  2. CSSME, School of Education, University of Leeds, UK

    Prof. Phil Scott

Authors
  1. Dr. Asma Almahrouqi
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  2. Prof. Phil Scott
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Editor information

Editors and Affiliations

  1. Universiity of Oslo, Norway

    Doris Jorde

  2. King’s College London, London, UK

    Justin Dillon

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© 2012 Sense Publishers

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Almahrouqi, A., Scott, P. (2012). Classroom Discourse and Science Learning. In: Jorde, D., Dillon, J. (eds) Science Education Research and Practice in Europe. Cultural Perpectives in Science Education, vol 5. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-900-8_12

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