Analyzing Classroom Activities: Theoretical and Methodological Considerations

Abstract

In this chapter, I present theoretical arguments for the study of spoken and written discourse in science classrooms. Drawing from science studies, sociolinguistics, and activity theory, I make the case that a healthy research ecology should include the study of discourse processes in educational settings. I present examples from two studies to illustrate this methodological orientation focused on the interactional accomplishment of everyday life. The first study, situated in a university oceanography course, focuses on disciplinary inquiry and learning to use evidence in science writing. The second study, which occurred in a teacher education context, concerns developing a professional vision for teaching through reflection. Across the studies, I provide examples that illustrate the importance of situating the study of discourse in social practices, making choices about units of analysis and time scales, and considering the multiple types of discourse forming the interpretative field in a given science education setting. I present transcripts of educational events at different levels of specificity to demonstrate how talk and action build meaning over time. These descriptive studies provide examples for reflection and critique, thus demystifying scientific and pedagogical knowledge and practice. For each of the two studies, I describe how these analyses of classroom activities lead to educational implications.