Scientific literacy and discursive identity: A theoretical framework for understanding science learning

Bryan A. Brown, John M. Reveles, Gregory J. Kelly

Research output: Contribution to journalReview articlepeer-review

166 Scopus citations

Abstract

In this paper we propose the construct of discursive identity as a way to examine student discourse. We drew from the work of Gee (2001, Review of Research in Education, 25, 99-125) and Nasir and Saxe (2003, Educational Researcher, 32(5), 14-18) to consider the multiple contexts and developmental timescales of student discursive identity development. We argue that theories of scientific literacy need to consider the sociocultural contexts of language use in order to examine fully affiliation and alienation associated with appropriation of scientific discourse. As an illustrative case, we apply discursive identity to series of short exchanges in a fifth-grade classroom of African-American students. The discussion examines potential co-construction of student identity and scientific literacy.

Original languageEnglish (US)
Pages (from-to)779-802
Number of pages24
JournalScience Education
Volume89
Issue number5
DOIs
StatePublished - Sep 1 2005

All Science Journal Classification (ASJC) codes

  • Education
  • History and Philosophy of Science

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