Power-sharing in Science Classrooms: utilising CDA for research in science education
Hanrahan, Mary U. (2004) Power-sharing in Science Classrooms: utilising CDA for research in science education. In AARE Annual Conference, 28th November - 2nd December, Melbourne, Australia.
In this paper I begin by proposing a cross-disciplinary model for enhancing access to science literacy for a diverse range of students at the junior secondary school. My goal is to present a new discourse-oriented perspective on the problem of overwhelming alienation from science, which, as indicated in major national reports, still tends to persist at this level in spite of ‘science for all’ policies in most countries. The model has resulted from research in 30 science classrooms, in the majority of which a diverse range of students were engaging with science and had positive attitudes towards their science class. I then illustrate the model, using critical discourse analysis (CDA) and excerpts from a science lesson for special needs Year 9-10 students in a low socioeconomic status area. Underpinned by sociolinguistic and sociological theories, CDA is a particularly useful tool for identifying subtle relational, representational, and identificational aspects of social practice - precisely those I am proposing as most significant for causing or preventing alienation for young science students.
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|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 (please consult author)|
|Deposited On:||07 Apr 2005 00:00|
|Last Modified:||09 Jun 2010 12:24|
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