Gregory J. Kelly

Gregory J. Kelly
Pennsylvania State University | Penn State · College of Education

PhD Cornell University

About

114
Publications
38,222
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
4,983
Citations
Citations since 2017
31 Research Items
2088 Citations
20172018201920202021202220230100200300
20172018201920202021202220230100200300
20172018201920202021202220230100200300
20172018201920202021202220230100200300
Additional affiliations
January 2004 - present
Pennsylvania State University
July 1994 - June 2004
Education
July 1990 - July 1994
Cornell University
Field of study

Publications

Publications (114)
Article
In this paper, we address the societally important issue of developing a more equitable approach to preK-12 engineering education. Our primary emphasis is on K-8 grades—a time when first impressions of engineering may be developed. Calls for increased participation by all students, including those who have been historically marginalized, motivate t...
Article
Full-text available
Recent science education reform documents in the United States have called for teachers to teach content related to engineering and science and to do so by engaging students in disciplinary practices. One important practice of engineering is improving from failure. Thus, students should experience productive failure as part of engineering design ac...
Article
In this position paper, we draw from previous research and theoretical developments in the field to propose a set of affordances of engineering with English learners (ELs). Students learning both the language of instruction (e.g., English) and academic subject matter (e.g., engineering, mathematics, science) face the challenge of making sense of li...
Chapter
The intersection of the cultural and linguistic diversification and science education reform in the United States provides researchers opportunity to investigate how emergent bilinguals engage in the epistemic practices of science. These practices include learning ways of formulating evidence in specific genres leading to the development of scienti...
Article
The past decade has seen multiple debates and discussions over the appropriate framing of Nature of Science (NOS) for science education. These debates have stemmed from a diversity of philosophical views on what science fundamentally is. In post-secondary STEM education, the goals of a science education rest in having students socialize into scient...
Article
Full-text available
In this article, we investigate translanguaging in an English/Spanish dual language, urban, middle school science classroom as the teacher and students employ a scientific argumentation framework to address biodiversity socioscientific issues. Drawing from theories of sociocultural psychology and sociolinguistics, we considered how engaging in scie...
Preprint
Full-text available
Abstract This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and fun...
Article
Full-text available
This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions la...
Article
The Framework for K‐12 Science Education and the Next Generation Science Standards propose that students learn core ideas and practices related to engineering as well as science. To do so, students will need high‐quality curricular materials designed to meet these goals. We report an efficacy study of an elementary engineering curriculum, Engineeri...
Chapter
Full-text available
The chapters in this book focus on the intersections of science, knowledge, literacy, and writing in educational contexts. These authors apply multiple perspectives to propose a research agenda for science education. While the topics, analytic domains, and approaches to research vary, there are some common understandings and a variety of assumption...
Conference Paper
English learners are a rapidly growing population in elementary schools—currently over 16% of children entering kindergarten are English learners. All students develop proficiency with knowledge and practices through meaningful engagement and authentic discourse. Our previous work with teachers of English learners surfaced that the opportunity to r...
Article
Scientific writing is related to the practice of communicating scientific knowledge. This study treats scientific writing as a social practice, taking as its premise the notion that participating in related activities such as reading, peer evaluation, and discussion would positively affect the competence of students’ scientific writing, by developi...
Article
Engineering design provides unique ways to include epistemic tools to support collaborative sense‐making, reasoning with evidence, and assessing knowledge. Engineering design processes often require students to apply science concepts to solve problems. We draw from five engineering curricular units that engaged students in specific epistemic practi...
Book
Full-text available
The book presents theory and methods for the study of discourse and disciplinary practices of science and engineering in educational settings. The lead chapter presents the theory and methods of interactional ethnography which provides a sociocultural perspective on ways to research the key issues of science and engineering education. This chapter...
Article
Full-text available
This methodological paper presents an approach for examining emotional expressions through discourse analysis and ethnographic methods. Drawing on trends in the current literature in science education, we briefly explain the importance of emotions in science education and examine the current research methodologies used in interactional emotion stud...
Article
This study examines scientific practices associated with scientific writing in organic chemistry in China. Although there is a rapidly growing literature on the features and strategies of scientific writing, further research in this area is needed to recognize and treat scientific writing as a social endeavor to evaluate it in a more comprehensive...
Chapter
Epistemic practices are the socially organized and interactionally accomplished ways that members of a group propose, communicate, assess, and legitimize knowledge claims. Drawing from studies of science and education, this chapter argues that epistemic practices are interactional (constructed among people through concerted activity), contextual (s...
Article
The purpose of this paper is to describe how the environment and environmental issues are conceptualized and positioned in the Next Generation Science Standards (NGSS) to examine underlying assumptions about the environment. The NGSS are a recent set of science standards in the USA, organized and led by Achieve Inc., that propose science education...
Article
Full-text available
This article examines the emergence of identity work in engineering among elementary school students.Engineering has only recently been added to state and national standards in the United States. The pur-pose of the study was to examine ways that engaging in engineering practices transforms students’views of engineering and themselves. Video of two...
Article
Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges. Through educational ethnography and discourse an...
Article
Engineering offers new educational opportunities for students, yet also poses challenges about how to conceptualize the disciplinary core ideas, crosscutting concepts, and science and engineering practices of the disciplinary fields of engineering. In this paper, we draw from empirical studies of engineering in professional and school settings to p...
Article
This study focuses on teachers’ use of informal formative assessments (IFAs) aimed at improving students’ learning and teachers’ recognition of students’ learning processes. The study was designed as an explorative case study of four middle school teachers and their students at a charter school in the northeastern U.S.A. The data collected for the...
Article
The introduction of engineering in K-12 education in the United States offers new potential and challenges for schools interested in teaching engineering in the elementary grades. This study examines how a teacher frames engineering practices for her students through the teaching of an Engineering is Elementary (EiE) instructional unit. Discourse...
Chapter
Language and communication are essential for science learning. Learning science entails developing a repertoire of discursive practices with which to engage in the knowledge and practices of social groups such as classroom communities, professional science disciplines, or various citizen organizations. Research on science discourse in educational s...
Chapter
Language and communication are essential for science learning. Learning science entails developing a repertoire of discursive practices with which to engage in the knowledge and practices of social groups such as classroom communities, professional science disciplines, or various citizen organizations. Research on science discourse in educational s...
Article
Full-text available
In this paper, we present and apply a multi-level method for discourse analysis in science classrooms. This method is based on the structure of human activity (activity, actions, and operations) and it was applied to study a pre-service physics teacher methods course. We argue that such an approach, based on a cultural psychological perspective, af...
Chapter
In this chapter theoretical frameworks and methodological approaches for the study of physics and chemistry teaching and learning practices are illustrated through the use of three studies. These studies, based on the analysis of videotaped classroom discourse and actions, concern conceptual change, students’ meaning making, and inquiry based scien...
Chapter
In this chapter, I present theoretical arguments for the study of spoken and written discourse in science classrooms. Drawing from science studies, sociolinguistics, and activity theory, I make the case that a healthy research ecology should include the study of discourse processes in educational settings. I present examples from two studies to ill...
Chapter
The argument developed in this chapter draws from an epistemological position that makes clear the need for building from extant disciplinary knowledge of a relevant social group in order to learn through inquiry. Establishing a social epistemology in educational settings provides opportunities for students to engage in ways of speaking, listening,...
Chapter
SynonymsConversational analysis; Ethnography of communication; Sociolinguistics Discourse Practices and Science LearningDiscourse is the use of language in context. In each instance of use, discourse is constructed among people in some context, with some history, projections of future actions, and ideological commitments. As discourse entails more...
Article
The conception of Global Learning Communities (GLCs) was researched to discover potential benefits of the use of online technologies that facilitated communication and scientific data sharing outside of the normal classroom setting. 1,419 students in 635 student groups began the instructional unit. Students represented the classrooms of 33 teachers...
Article
This study draws from cultural historical activity theory (CHAT) to analyze preservice teachers' reflections on a microteaching activity. Microteaching activities involved preservice educators teaching middle school students from local schools. The study was conducted with 23 preservice teachers enrolled in a large university's teacher education pr...
Article
Full-text available
Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry in...
Data
Full-text available
Abstract: In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations) to org...
Chapter
Learning theories presuppose views about knowledge. Different learning theories in science rely on, and draw from, various epistemological perspectives. In this chapter, we will examine the relationship between learning and epistemology in science education. We consider the ways that history, philosophy, and sociology of science have informed learn...
Chapter
This chapter considers argumentation in science education in the larger context of discourse in science classrooms. While there has been a great deal of discussion and emphasis in science education research in the past decade on argumentation, this has come somewhat at the expense of a broader view of science discourse. While argumentation is clear...
Article
Full-text available
In “Hybrid discourse practice and science learning” Kamberelis and Wehunt present a theoretically rich argument about the potential of hybrid discourses for science learning. These discourses draw from different forms of “talk, social practice, and material practices” to create interactions that are “intertextually complex” and “interactionally dyn...
Article
In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations) to organize and...
Chapter
The chapters in this book offer a range of points of view concerning identity and its relationship to participation in science education. In the studies presented, identity is foregrounded to show various ways in which learners, teachers, students, children, and adults take on, and are positioned with, different ways of being with consequences for...
Article
Full-text available
This article reports on the construction process of inclusion/exclusion for high school chemistry students in two schools in Belo Horizonte, the capital of Minas Gerais State, Brazil. We examined the interactional accomplishment of inclusion/exclusion of four students, two from a private school and two from a public school. The aim of this article...
Chapter
We begin our reconsideration of the conceptual change paradigm by identifying its contribution to the field. We then consider a number of theoretical developments since the inception of conceptual change views. These developments bring into light some basic assumptions of the conceptual change view of learning, including its reliance on an individu...
Article
This study examined the learning opportunities provided to students through the use of complex geological data supporting scientific inquiry. Through analysis of argumentative discourse in a high school Earth science classroom, uses of US Geological Survey (USGS) data were contrasted with uses of geoscience textbook data. To examine these differenc...
Article
This study describes an analytic procedure to examine inquiry processes in science teaching and learning. This procedure was applied to the study of a seismology unit in a ninth-grade earth science classroom. An emergent coding scheme was developed that provided a description of the different activities, science content, and type of scientific data...
Article
Full-text available
This volume of Review of Research in Education brings together a group of interinternational scholars who are asking questions about the nature of academic disciplines, knowledge and pedagogy, curriculum and assessment. Authors were asked to (re)examine what counts as knowledge across disciplinary areas as they reviewed their respective fields and...
Article
Full-text available
Writing assignments were introduced to a large introductory Oceanography class at UCSB. The assignments evolved, over a period of 10 years, from papers handed in to the instructor, to online peer reviewed assignments using the calibrated peer review methodology. The assignments require students to acquire and plot data and use these data plots to c...
Article
Full-text available
The purpose of this study is to consider the ways that video analysis could be used to examine the construction of a science storyline in a chemistry classroom. The participating teacher is part of a professional development group, the Invisible College for Inquiry Science Study. This group is dedicated to learning about science teaching through pr...
Article
Full-text available
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the tea...
Chapter
Written texts play an important role in the activity systems generating knowledge in professional and educational settings. Empirical studies of the social construction of scientific knowledge in scientific and school settings have identified a range of purposes, uses, and genres of written communication (Kelly & Chen, 1999; Knorr-Cetina, 1999). Th...
Article
Full-text available
This paper introduces a model that has been successful for introducing engineering concepts and activities into middle and high school courses. Science, mathematics, and technology teachers participating in the Pre-College Engineering for Teachers (PCET) professional development project attended a two-week summer institute focused on engineering co...
Article
Full-text available
Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/43940/1/11422_2005_Article_9001.pdf
Article
Full-text available
The calibrated peer review method (developed by UCLA chemists: http://cpr.molsci.ucla.edu/) was implemented in the EarthEd Online software system and used during a winter quarter UCSB oceanography class consisting of about 70 students. The EarthEd Online software (http://oceanography.geol.ucsb.edu) provides student access to earth data, assignments...
Article
In this paper we propose the construct of discursive identity as a way to examine student discourse. We drew from the work of Gee (2001, Review of Research in Education, 25, 99–125) and Nasir and Saxe (2003, Educational Researcher, 32(5), 14–18) to consider the multiple contexts and developmental timescales of student discursive identity developmen...
Article
This study investigates how using debate as a pedagogical tool for addressing earth system science concepts can promote active student learning, present a realistic and dynamic view of science, and provide a mechanism for integrating the scientific, political and social dimensions of global environmental change. Using global warming as an example o...
Article
The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opp...
Article
Writing activities can improve student understanding of scientific content and processes. We have studied student writing to identify the challenges that students face in composing scientific arguments and to clarify features that constitute quality in scientific writing. We have applied argumentation analysis for the assessment of students' use of...
Article
Full-text available
The purpose of the study presented in this paper is to examine uses of evidence inuniversity students' writing of scientific argument. The study was conducted in anintroductory level oceanography course in a large public university. In this course students draw on large-scale geological data sets provided by an interactive CD-ROM,`Our Dynamic Plane...
Article
Full-text available
In this paper, we debate the strengths and limitations of standards-based science education reform in the United States. Our purpose is to raise questions and encourage conversations about the mis/uses of standards to shape science curriculum and instructional practices at both state and national levels. We begin by examining the case of California...
Article
Full-text available
This paper investigates ways students engage in scientific reasoning practices through the formulation of written argument. Through textual analysis of university students' scientific writing we examined how general theoretical claims are tied to specific data in constructing evidence. The student writers attended a writing-intensive university oce...
Article
In this study, we examine the communicative demands placed on third grade students through their participation in a solar technology design and construction project. Drawing from sociocultural studies of science in schools and other settings, we used a discourse analytic approach to identify what students in this class needed to understand and expr...
Article
In thisarticle we eicle how, throughdiscourse proceseb a thirdgrade tede-- and he stude--5 come to situationallydetu scieat inthe-- classroom.The tessroo use of particulardiscursive strateive promote studee talk, thus providing opportunitie forstude6-- toleb1 aboutscieF6 throughthe eughF6164 of ase of anomalous remalo in alife sciePb eePbFf7(1 Draw...
Article
The purpose of this paper is to examine university oceanography students' use of evidence in writing. Drawing from rhetorical studies of science writing and studies of argumentation in science education, a model for assessing students' arguments is proposed that considers the relative epistemic status of propositions comprising students' written te...
Article
Full-text available
The purpose of this paper is to present the methods and results of our assessment of students’ scientific writing. This study was conducted in an introductory oceanography course in a large public university that used an interactive CD-ROM, “Our Dynamic Planet.” The CD-ROM provided students with geological data including earthquake locations and de...
Article
Full-text available
In this article, we investigate the multiple roles of dissenting voices in conversations for four Grade 12 physics laboratory student groups. The theoretical orientation draws from sociolinguistics and ethnography to construct a framework for examining the discursive practices of students using microcomputer-based laboratory (MBL) data acquisition...
Article
As part of a community outreach program, the first author worked with a physical science teacher to co-create and co-teach a nine week global warming for his three seventh grade classes. The nine week program culminated in a debate on the causes of global warming. Students were divided into three groups: scientists supporting human contributions to...
Article
Full-text available
Uses discourse processes to examine how two bilingual elementary school teachers in three classrooms framed science as disciplinary inquiry. Data sources were drawn from studies encompassing multiple years and multiple teachers and included extensive videotaped records of classroom interaction. Identifies cultural themes that included ways in which...
Article
In this article, we examine how, through discourse processes, a third grade teacher and her students come to situationally define science in their classroom. The teacher's use of particular discursive strategies promoted student talk, thus providing op-portunities for students to learn about science through the exploration of a set of anomalous res...
Article
The purpose of this paper is to examine how instruction in scientific writing in a university oceanography course communicated epistemological positions of this discipline. Drawing from sociological and anthropological studies of scientific communities, this study uses an ethnographic perspective to explore how teachers and students came to define...
Article
In this study, an anthropological perspective informed by sociolinguistic discourse analysis was used to examine how teachers, students, and scientists constructed ways of investigating and knowing in science. Events in a combined fourth- and fifth-grade elementary class were studied to document how the participating teacher provided opportunities...
Article
In this article, we examine the oral and written discourse processes in a high school physics class and how these discourse processes are related to sociocultural practices in scientific communities. Our theoretical framework is based on sociological and anthropological studies of scientific communities and ethnographies of classroom life. We revie...
Article
Full-text available
The authors discuss where qualitative research may be headed in the light of where it has been, situating their conversation in the current political context.

Network

Cited By

Projects

Projects (5)
Project
Identify affordances in STEM education for emergent bilingual & English learner students.
Project
To understand ways that students engage in sociocultural practices to build knowledge.