A Systematic Review of Scientific Discourse in K–12 Urban Classrooms: Individual, Collective, and Contextual Factors

• In Event: Contemporary Science Teaching and Learning: Issues and Challenges

Abstract

The literature on scientific discourse in K12 classrooms has proliferated over the last couple of decades, crossing geographical, disciplinary, theoretical, and methodological boundaries. Although there is consensus that science talk is at the core of students’ learning, studies have documented cultural and systemic barriers, as well as instructional challenges, that prevent students’ access to authentic science talk, particularly in urban contexts. This systematic literature review is guided by a complex systems framework to synthesize empirical studies of science talk in urban classrooms across individual, collective, and contextual planes. Findings are discussed in relation to contemporary approaches that integrate theories and methodologies to account for the complex phenomena of scientific discourse. Practical implications are also presented.

Authors

• Christine Lee Bae, Virginia Commonwealth University

• Daphne C. Mills

• Fa Zhang, Virginia Commonwealth University

• Martinique A. Sealy, Virginia Commonwealth University

• Catina Venning, Virginia Commonwealth University

• Lauren Cabrera, Virginia Commonwealth University