Sociologics: An analytical tool for examining socioscientific discourse

Research in Science Education

Volumn 28, Issue 1, 1998, Pages 119-132

  Fountain, Renée Marie ^a,b  

^a UNIVERSITY OF WISCONSIN   (United States)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54649084475     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/BF02461646     Document Type: Article

References (13)

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2. Fountain, R. M. (1995). Sociologies as an analytical framework to examine students' discourse in socioscientific issues. Unpublished doctoral dissertation, University of British Columbia, Vancouver.
3. Fraser, N. (1989). Unruly practices: Power, discourse and gender in contemporary social theory. Cambridge: Polity Press.
4. Gaskell, P. J. (1994, August). Assessing STS Literacy: What's rational? Paper presented at the IOSTE Symposium, De Koningshos Veldhouen, Netherlands.
5. Gaskell, P. J., Fleming, R., Fountain, R., & Ojelel, A. (1992). British Columbia Assessment of Science. 1991. Technical Report III: Socioscientific Issues Component (FCG 188). Canadian Cataloguing in Publication Data (ISBN 0-7726-1653-1).
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9. Roth, W.-M., & McGinn, M. K. (1998). Knowing, researching, and reporting science education: Lessons from science and technology studies. Journal of Research in Science Teaching, 35, 213-235.
10. Roth, W.-M., & Lucas, K. B. (1997). From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge. Journal of Research in Science Teaching, 34, 145-180.
11. Rouse, J. (1993). Foucault and the natural sciences. In J. Caputo, & M. Yount (Eds.), Foucault and the critique of institutions (pp. 137-162). University Park, PA: Pennsylvania State University Press.
12. Schwab, J. (1960). The teaching of science as inquiry. In J. Schwab, & P. F. Brandwein (Eds.), The teaching of science. Cambridge, Mass: Harvard University Press.
13. Solomon, J. (1992). The classroom discussion of science-based social issues presented on television: Knowledge, attitudes and values. International Journal of Science Education, 14, 431-444.