Discourse analysis as a tool to examine teaching and learning in the classroom

Abstract

Discourse analysis can be a powerful tool for exploring issues of teaching and learning in chemistry contexts. This chapter presents an overview of classroom discourse analysis, including discussion of potential analytical frameworks and considerations for collecting and analyzing data. Examples of how discourse analysis has been used in chemistry education research studies of high school and undergraduate chemistry courses are provided to illustrate the types of questions and analyses that have been used to examine teaching and learning in the classroom.