“Talking Science” to “Discourse Strategies”: Perspective Shifting from “Knowing” to “Doing” the Language of ScienceTang, K. S. (2021). Discourse strategies for science teaching and learning: Research and practice. New York, NY: Routledge. ISBN 9780367344245. 212 Pages, 34 B/W illustrations

2021 ◽  
Author(s):  
Ying‐Chih Chen
Keyword(s):  
New York ◽  
Science Teaching ◽  
Teaching And Learning ◽  
Science Teaching And Learning ◽  
Research And Practice ◽  
Teaching And Learning Research ◽  
Discourse Strategies ◽  
Learning Research

scholarly journals Grappling with the Literature of Education Research and Practice

2007 ◽  
Vol 6 (4) ◽  
pp. 289-296 ◽  
Author(s):  
Erin L. Dolan
Keyword(s):  
Education Research ◽  
Science Teaching ◽  
Teaching And Learning ◽  
Life Sciences ◽  
Science Research ◽  
Research Literature ◽  
Regular Feature ◽  
Science Teaching And Learning ◽  
Research And Practice ◽  
Specialized Language

The absence of a central database and use of specialized language hinder nonexperts in becoming familiar with the science teaching and learning literature and using it to inform their work. The challenge of locating articles related to a specific question or problem, coupled with the difficulty of comprehending findings based on a variety of different perspectives and practices, can be prohibitively difficult. As I have transitioned from bench to classroom-based research, I have become familiar with how to locate, decipher, and evaluate the education research literature. In this essay, I point out analogies to the literature of science research and practice, and I reference some of the literature that I have found useful in becoming an education researcher. I also introduce a new regular feature, “Current Insights: Recent Research in Science Teaching and Learning,” which is designed to point CBE—Life Sciences Education (CBE-LSE) readers to current articles of interest in life sciences education, as well as more general and noteworthy publications in education research.

scholarly journals Weaving a web of connections through online citizen science

2021 ◽  
Vol 26 ◽  
pp. 69-75
Author(s):  
Cathy Buntting ◽  
Cathal Doyle ◽  
Dayle Anderson ◽  
Markus Luczak-Roesch
Keyword(s):  
Citizen Science ◽  
Interdisciplinary Research ◽  
Teaching And Learning ◽  
Research Team ◽  
Research Partnership ◽  
Science Teaching And Learning ◽  
Science Projects ◽  
Teaching And Learning Research ◽  
Research Initiative ◽  
Learning Research

This article explores how the funding process of New Zealand’s Teaching and Learning Research Initiative (TLRI) has catalysed the coming together of an interdisciplinary research team of education researchers, information systems researchers, and teacher practitioners. Through two funded research projects, a large and growing web of connections is being woven, benefiting the research partnership and outcomes. Our collective aim is to investigate the affordances of online citizen science projects to enhance science teaching and learning. Using examples, we trace the development of some key lines of inquiry that have been made possible because of the interdisciplinary foundation of the projects.

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