Science Classroom Discourse Analysis in the Perspective of Susan Haack Foundherentism
An important goal of science education is to cultivate students'experiences of the nature of science.Discourse in science classroom is a key element in constructing these experiences and as an effective lens for observing the formation of this experience.The theory of the nature of science perfectly consists with the theory of discourse order,which provideds a possibility to establish a framework to analyze the mechanism of how discourse influences NOS("nature of science")teaching in basic education.The case study reveals"structure-function"of science classroom discourse through"process-event"strategy,and concludes that discourse dimension got through isolated statements,to modelized knowledge,to elaborated grand concepts system;genre dimension got through closed IRE mode,to argumentation mode,to knowledge production model;style dimension got through institutional identity,to dialogical identity to affinity identity.Based on above findings and using a foundherentism standpoint,researchers criticized traditional sanctification and new cynicism in science education.
science educationnature of science teachingclassroom dialoguediscourse analysisfoundherentism
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