An Analysis of a Science Classroom Discourse: How Identities Are Communicated and Shape Classroom Discourse

• In Event: Roundtable Session 78
  In Roundtable Session: Student Diversity and Identity Formations in the Sciences

Abstract

Discursive participation is essential in science classrooms in which students articulate their reasoning with appropriate evidence, listen to and evaluate each other’s ideas, and construct knowledge. Classroom discourse, however, is not a merely cognitive endeavor, but involves social dimensions of interpersonal interactions. In this study, we will present an analysis of a ten-minute-long classroom discourse in a high school Advanced Placement Biology class. Findings will show how one student was able to share his ideas, but his ideas were not taken seriously among other students. We argue that analyzed interactional dynamics were mainly attributable to his identity as a religious and disabled student. We will discuss the implication of the findings in terms of complexity in science classroom discursive practices.

Authors

• Minjung Ryu, University of Maryland - College Park

• Tiffanyrose Sikorski, The George Washington University