Discourse Analysis and Multimodal Meaning Making in a Science Classroom: Meta-Methodological Insights from Three Theoretical Perspectives

Autor/inn/en	Martin, Jenny; Xu, Lihua; Seah, Lay Hoon
Titel	Discourse Analysis and Multimodal Meaning Making in a Science Classroom: Meta-Methodological Insights from Three Theoretical Perspectives
Quelle	In: Research in Science Education, 51 (2021) 1, S.187-207 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Jenny) ORCID (Xu, Lihua) ORCID (Seah, Lay Hoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-020-09961-7
Schlagwörter	Discourse Analysis; Science Instruction; Video Technology; Heuristics; Classroom Communication; Speech Communication; Nonverbal Communication; Decision Making; Teaching Methods; Multimedia Materials; Educational Theories + Suchen Sie Ihr Suchwort? Diskursanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Heuristik; Klassengespräch; Non-verbal communication; Nonverbale Kommunikation; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie
Abstract	This article provides rich insights into the process of data generation for discourse analysis from three separate studies of the video recordings of a single science classroom in action. The central claim is that multimodal transcription can contribute to developments in discourse theory. A three-stage reflective heuristic is developed and used in the article to support meta-methodological discussion on different researchers' negotiations with the complexity of the video data. The focus is how the different researchers attended to modalities of meaning making (e.g. speech, learning artefacts, whiteboard notes, gestures, bodily actions) and appropriated, adapted and transformed their theoretical framework in order to construct the transcripts for each study. The three-stage heuristic is shown to facilitate transparency in analytic decision-making and is recommended for promoting much needed discussion on processes of data generation for discourse analysis that draws upon video recordings of action in situ. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01