Science Classroom Discourse is a structured communicative practice within science education that distinguishes itself by focusing on the interactive, verbal, and often inquiry-based exchanges between teachers and students aimed at co-constructing scientific knowledge, negotiating meaning, and developing disciplinary ways of reasoning in classroom settings.
1.3K
Publications
83.4K
Citations
2.1K
Authors
730
Institutions
Publications per year
2017–2026
291
Publications
1.3K
1–5 of 1.3K
Authors
2.1K
- WR
22
h-index
- GJ
17
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- JO
17
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- SE
15
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- KL
15
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1–5 of 2.1K
Institutions
730
Stanford University
Stanford, United States
21 h-index
43 publications
4.9K citations
Michigan State University
East Lansing, United States
20 h-index
44 publications
4.7K citations
Curtin University
Perth, Australia
19 h-index
41 publications
3K citations
University of Victoria
Victoria, Canada
19 h-index
31 publications
2.4K citations
King's College London
London, United Kingdom
18 h-index
33 publications
11.8K citations
Nanyang Technological University
Singapore, Singapore
18 h-index
29 publications
2.2K citations
Florida State University
Tallahassee, United States
18 h-index
30 publications
1.4K citations
University of Illinois Chicago
Chicago, United States
17 h-index
35 publications
2K citations
1–8 of 730
Venues
- Journal of Research in Science Teaching
JRST · 136 publications · 13.3K citations
63
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- Science Education
143 publications · 16.9K citations
61
h-index
- International Journal of Science Education
IJSE · 163 publications · 12.7K citations
59
h-index
- Research in Science Education
61 publications · 2.2K citations
26
h-index
- Journal of Science Teacher Education
35 publications · 2.1K citations
23
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1–5