Discursive Identity and Science Learning: Teaching Science As a Discourse

Bryan A. Brown

This research project proposes the empirical investigation of a pedagogical approach designed to promote science literacy development for ethnically and linguistically diverse students. The Directed Discourse Approach to Science Instruction builds upon the notion that science language has the potential to serve as a gatekeeper for minority students, and uses an approach that teaches science as a discourse. The instructional method proposes teaching the primary ideas associated with a subject of study free from detailed science language. This study proposes a two-year mixed methodological study of an urban science class in Oakland, CA. The investigation will assess the performance of an experimental and control classroom by examining their academic performance and use of science discourse in the classroom. The academic performance of both classes will be examined through the administration and analysis of pre and post-test examinations of student performance over the course of 6 academic units. Students use of science discourse will be examine through collection and analysis of video data and student written work [exams, journals, and classroom notes]. The analysis of discourse will be of two sorts: (1) Video will be coded for emerging themes and patterned linguistic behavior. (2) The written samples will be coded for patterns of common practice, re-coded based on the initial coding system, and contrasted across both classrooms.

About Bryan A. Brown

Bryan A. Brown, Ph.D. received his B.S. in Biological Sciences from Hampton University, in Hampton, Virginia. He worked as a science teacher (Life Science, Physical Science, and Advanced Placement and International Baccalaureate Biology) at David Starr Jordan High School of Long Beach, California. In addition teaching, Bryan continues to serve as the founder and director of The Etu Schule Educational Project (Kiswahili for 'Our Schools'), a non-profit academic outreach program designed to teach study skills to urban students. He received a Master's degree and Ph.D. in Education from the University of California, Santa Barbara with an emphasis on Science Education. Dr. Brown served a one-year term as a visiting professor as a part of Michigan State University's teacher education department. During this term, he worked as an instructor for the teacher education department's science intern methods course, co-taught a graduate course on national science education standards and reform, co-taught a course on science literacy, and taught a class on scientific inquiry. Currently, Dr. Brown is conducting research and teaching in the Curriculum Studies and Teacher Education (C&TE) and the Stanford Teacher Education Program (STEP) within the Graduate School of Education at Stanford University. In this position, Dr. Brown's research examines the relationship between student language practices, identity, and classroom learning. He focuses on the social connotations and cultural politics of science discourse in small-group and whole-group interaction. His approach to science educational research is one founded on the principles of discourse analysis, social constructivism, and the history and philosophy of science. Additionally, his research work in science education examines how teacher and student discourse serve to shape learning opportunities for students in science classrooms. Dr. Brown's work in science education in urban communities focuses on developing collaborative curricular cycles and classroom pedagogy based on developing discourse intensive instruction for urban learners.