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ERIC Number: EJ1292809
Record Type: Journal
Publication Date: 2021-Feb
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0157-244X
Exploring the Form and the Function: A Review of Science Discourse Frameworks in the Service of Research and Practice
Criswell, Brett A.; Rushton, Gregory T.; Shah, Lisa
Research in Science Education, v51 n1 p209-224 Feb 2021
The importance of how classroom discourse can be used to support science learning has gained national attention with respect to both science teaching and research across K12 and higher education. In this review article, we examine a commonly referenced set of nine frameworks for use in "science" classrooms. Specifically, we examine the ways in which various frameworks emphasize the structure (i.e., "form") or practical use (i.e., "function") of language across classroom settings, and the impact of such an emphasis on the facilitation and analysis of science classroom discourse. The findings from this review should help researchers investigate and educators facilitate classroom discourse in ways that ensure that all students can participate in and demonstrate their scientific understanding.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A