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Learning Science: Discourse Practices

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Discourse and Education

Part of the book series: Encyclopedia of Language and Education ((ELE))

Abstract

Language and communication are essential for science learning. Learning science entails developing a repertoire of discursive practices with which to engage in the knowledge and practices of social groups such as classroom communities, professional science disciplines, or various citizen organizations. Research on science discourse in educational settings has considered student conceptual learning, access and identity, and uses of evidence in argumentation. Emerging research includes the consideration of discourse and cultural practices in learning as related to epistemological dimensions of science manifest in discourse, potential for sociohistorical theories to advance science learning, and new perspectives on the discourse of teacher education and teacher development.Future directions regarding the study of the discourse practices of science learning include how discursive practices: mediate and shape students’ understanding, participation, and affiliation with disciplinary knowledge, and support or limit equity of access to science across student populations.

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Authors and Affiliations

  1. Science Education, College of Education, Pennsylvania State University, University Park, 241 Chambers Building, State College, PA, 16802, USA

    Gregory J. Kelly

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  1. Gregory J. Kelly
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Correspondence to Gregory J. Kelly .

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Editors and Affiliations

  1. Lynch School of Education, Boston College, Chestnut Hill, Massachusetts, USA

    Stanton Wortham

  2. Lynch School of Education, Boston College, Chestnut Hill, Massachusetts, USA

    Deoksoon Kim

  3. Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

    Stephen May

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© 2017 Springer International Publishing AG

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Kelly, G.J. (2017). Learning Science: Discourse Practices. In: Wortham, S., Kim, D., May, S. (eds) Discourse and Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02243-7_29

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