An ethnographic investigation of the discourse processes of school science

Gregory J. Kelly, Teresa Crawford

Research output: Contribution to journalArticlepeer-review

102 Scopus citations

Abstract

In this article we drew from studies in the sociology of scientific knowledge (SSK) to create a new perspective for understanding school science. In doing so, we brought together ethnography and discourse analysis to study science-in-the-making in a physics classroom. We sought to document the social practices that constituted students' experimental data trials. To understand these interactions, we investigated the local conceptual ecologies created in the moment by student laboratory groups and the views of science made available across multiple classroom-based activities. Throughout the study we asked what counts as science in this science classroom. In doing so, we traced how science was portrayed and interactionally acknowledged across the shifting socioculturel contexts that constitute this high school physics class Studied.

Original languageEnglish (US)
Pages (from-to)533-559
Number of pages27
JournalScience Education
Volume81
Issue number5
DOIs
StatePublished - Sep 1997

All Science Journal Classification (ASJC) codes

  • Education
  • History and Philosophy of Science

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