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

journal contribution

posted on 2024-06-05, 12:10 authored by J Martin, Lihua XuLihua Xu, LH Seah

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

History

Journal

Research in Science Education

Volume

51

Pagination

187-207

Location

Berlin, Germany

ISSN

0157-244X

eISSN

1573-1898

Language

English

Publication classification

C1 Refereed article in a scholarly journal

Issue

1

Publisher

SPRINGER

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Categories

Keywords

Social Sciences Education & Educational Research Systemic functional linguistics Distributed cognition Positioning theory Science classroom discourse Qualitative methodology TRANSCRIPTION 3901 Curriculum and pedagogy 3904 Specialist studies in education

Licence

All Rights Reserved

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