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Comparative Critical Discourse Analysis (CDA): Interplay of Discourses (D / D1) as Third Grade Urban and Suburban Science Students Engage in Hypothesis Formulation and Observation

Mendoza, Carmen Irene Reyes
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532738

Abstract Details

2010, EdD, University of Cincinnati, Education : Curriculum and Instruction.
This qualitative research project is a comparative analysis of Discourses (D/D1) while focused upon the science processes of hypothesis generation and observation in an urban versus suburban elementary science classroom. D designates the instructional and formal academic science Discourse and D1 represents the students' informal, social or home language D1iscourses. In particular, this research study is a critical discourse analysis that examines how the science processes of hypothesis formulation and observation are constituted through the interplay of classroom Discourses (D/D1) as two third grade science teachers teach the same kit-based, inquiry science lessons with their respective urban and suburban students. The research also considers ethnicity, social class, language, and the central role science teachers play mediating between children's everyday world and the world of science. Communicative approach and distinctive patterns of interaction between the European American teachers and their respective students are analyzed through a critical lens to examine underlying issues of equity and power embedded in the instructional Discourse of science. Critical Discourse Analysis (CDA) provides both the theoretical framework and analytical lens. The research informs development of linguistic-based "best" practices to contribute toward promoting greater science teacher awareness in creating linguistic environments that support all students' learning science Discourse and to serve as a springboard for future educational science researchers' use of CDA.
Helen Meyer, PhD (Committee Chair)
Jonathan M Breiner, PhD (Committee Member)
Susan Watts Taffe, PhD (Committee Member)
Long Tran, EdD (Committee Member)
222 p.
Curricula
CDA; Discourse Analysis; Science Education; Elementary; Achievement Gap; Urban

Recommended Citations

Citations

  • Mendoza, C. I. R. (2010). Comparative Critical Discourse Analysis (CDA): Interplay of Discourses (D / D1) as Third Grade Urban and Suburban Science Students Engage in Hypothesis Formulation and Observation [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532738

    APA Style (7th edition)

  • Mendoza, Carmen. Comparative Critical Discourse Analysis (CDA): Interplay of Discourses (D / D1) as Third Grade Urban and Suburban Science Students Engage in Hypothesis Formulation and Observation. 2010. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532738.

    MLA Style (8th edition)

  • Mendoza, Carmen. "Comparative Critical Discourse Analysis (CDA): Interplay of Discourses (D / D1) as Third Grade Urban and Suburban Science Students Engage in Hypothesis Formulation and Observation." Doctoral dissertation, University of Cincinnati, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532738

    Chicago Manual of Style (17th edition)

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© 2010, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.