In this article, we examine the oral and written discourse processes in a high school physics class and how these discourse processes are related to sociocultural practices in scientific communities. Our theoretical framework is based on sociological and anthropological studies of scientific communities and ethnographies of classroom life. We review the use of discourse analysis as a methodological orientation in science education and provide a logic-of-inquiry framing how we used discourse analysis in our ethnographic research. Our ethnographic analysis showed that, through students' participation in creating scientific papers on the physics of sound, their appropriation of scientific discourse was related to the framing activities of the teachers and the social practices established over time in the classroom. Our textual analysis of the student papers focused on how they used evidence to make claims. We explore the lessons learned from participating in the classroom of these students.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


Teacher Role,NSDL,Education Foundations,Research Design & Methodology,High Schools,Physics Education Research,General Physics,Writing Research,oai:nsdl.org:2200/20061003064733921T,Ethnography,Classroom Environment,Acoustics,Discourse Analysis,Physics,Scientific Principles,Science Process Skills,Communication,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Sociocultural Patterns,Communication Research



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