Theory, Methods, and Expressive Potential of Discourse Studies in Science Education.
- Published in:
- 2021
- By:
- Publication type:
- Letter
Works matching IS 0157244X AND DT 2021 AND VI 51 AND IP 1
Results: 13
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The Multi-timescale, Multi-modal and Multi-perspectival Aspects of Classroom Discourse Analysis in Science Education.
- Published in:
- 2021
- By:
- Publication type:
- Editorial
3
Multimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students' Engagement in Science Practices: Proposed Contribution to RISE Special Issue: Analyzing Science Classroom Discourse.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 71, doi. 10.1007/s11165-020-09977-z
- By:
- Publication type:
- Article
4
The Hourglass Approach: Analysing Science Classroom Discursive Interactions Through Intercontextual Lens.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 13, doi. 10.1007/s11165-020-09976-0
- By:
- Publication type:
- Article
5
Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 93, doi. 10.1007/s11165-020-09975-1
- By:
- Publication type:
- Article
6
Explicating Epistemic Process in Elementary Students' Language Use by Practical Epistemology and Discourse Register Analyses.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 153, doi. 10.1007/s11165-020-09974-2
- By:
- Publication type:
- Article
7
The Use of Different Translation Devices to Analyze Knowledge-Building in a University Chemistry Classroom.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 135, doi. 10.1007/s11165-020-09969-z
- By:
- Publication type:
- Article
8
A Tool for Visualizing and Inquiring into Whole-Class Sensemaking Discussions.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 51, doi. 10.1007/s11165-020-09962-6
- By:
- Publication type:
- Article
9
Discourse Analysis and Multimodal Meaning Making in a Science Classroom: Meta-Methodological Insights from Three Theoretical Perspectives.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 187, doi. 10.1007/s11165-020-09961-7
- By:
- Publication type:
- Article
10
Exploring the Form and the Function: a Review of Science Discourse Frameworks in the Service of Research and Practice.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 209, doi. 10.1007/s11165-020-09959-1
- By:
- Publication type:
- Article
11
An Interdisciplinary Approach to Investigate Preschool children's Implicit Inferential Reasoning in Scientific Activities.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 171, doi. 10.1007/s11165-020-09957-3
- By:
- Publication type:
- Article
12
Characterizing Science Classroom Discourse Across Scales.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 35, doi. 10.1007/s11165-020-09953-7
- By:
- Publication type:
- Article
13
Discourse Analysis in Integrated STEM Activities: Methods for Examining Power and Positioning in Small Group Interactions.
- Published in:
- Research in Science Education, 2021, v. 51, n. 1, p. 113, doi. 10.1007/s11165-020-09950-w
- By:
- Publication type:
- Article