Discursive Identity and Science Learning: Teaching Science As a Discourse
Bryan A. Brown

About the research


NAEd/Spencer Postdoctoral Fellowship

Award Year



Stanford University

Primary Discipline

Teacher Education/Teaching and Learning
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

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