Science education, Mathematics education, Discourse analysis, Pedagogy and Sociology of scientific knowledge are his primary areas of study. His Science education study integrates concerns from other disciplines, such as Discipline and Teacher education. His Mathematics education study frequently draws connections to adjacent fields such as Argumentation theory.
Gregory J. Kelly interconnects Sociolinguistics, Learning theory, Rhetorical question and Normative in the investigation of issues within Argumentation theory. Gregory J. Kelly combines subjects such as Teaching method, Construct, Primary education, Sociocultural evolution and Focus with his study of Discourse analysis. His research integrates issues of Science, technology, society and environment education and Social science education in his study of Sociology of scientific knowledge.
Gregory J. Kelly mainly focuses on Science education, Mathematics education, Pedagogy, Discourse analysis and Discipline. His Science education research is multidisciplinary, incorporating perspectives in Philosophy of science, Teacher education, Argumentation theory and Sociology of scientific knowledge. His Mathematics education study combines topics in areas such as Scientific writing, Activity theory, Curriculum and Ethnography.
His study looks at the relationship between Pedagogy and fields such as Sociocultural evolution, as well as how they intersect with chemical problems. His Discourse analysis study combines topics from a wide range of disciplines, such as Construct, Contextualization and Framing. His research in Discipline tackles topics such as Science studies which are related to areas like Science, technology, society and environment education.
Gregory J. Kelly focuses on Science education, Mathematics education, Discourse analysis, Engineering ethics and History general. Gregory J. Kelly is interested in Scientific literacy, which is a branch of Science education. His Scientific literacy research is multidisciplinary, incorporating elements of Science studies, Discipline and Argument.
His Mathematics education study incorporates themes from Diversity and Affordance. His Discourse analysis research integrates issues from Next Generation Science Standards, Aboutness, Cognitive psychology and Environmental education. His Framing research includes elements of Sociolinguistics, Translanguaging, Pedagogy and Argumentation framework, Argumentation theory.
His primary areas of study are Science education, Discourse analysis, Engineering ethics, Mathematics education and Teaching method. Gregory J. Kelly has researched Science education in several fields, including Science studies and Argument. The study incorporates disciplines such as Next Generation Science Standards, Translanguaging, Environmental education and Sociolinguistics in addition to Discourse analysis.
His Engineering ethics research incorporates elements of Engineering design process, Content analysis, Social science, Academic standards and Critical discourse analysis. His work on Science instruction as part of general Mathematics education research is often related to Task analysis, thus linking different fields of science. To a larger extent, Gregory J. Kelly studies Pedagogy with the aim of understanding Teaching method.
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Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing.
Gregory John Kelly;Allison Takao.
Science Education (2002)
Students’ reasoning about electricity: combining performance assessments with argumentation analysis
Gregory J. Kelly;Stephen Druker;Catherine Chen.
International Journal of Science Education (1998)
Scientific literacy and discursive identity: A theoretical framework for understanding science learning
Bryan A. Brown;John M. Reveles;Gregory J. Kelly.
Science Education (2005)
The sound of music: Constructing science as sociocultural practices through oral and written discourse
Gregory John Kelly;Catherine Chen.
Journal of Research in Science Teaching (1999)
Inquiry, Activity and Epistemic Practice
Discourse in Science Classrooms
Gregory J. Kelly.
An ethnographic investigation of the discourse processes of school science
Gregory J. Kelly;Teresa Crawford.
Science Education (1997)
The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction
Gregory J. Kelly;Judith Green.
How Students Argue Scientific Claims: A Rhetorical‐Semantic Analysis
Gregory J. Kelly;Charles Bazerman.
Applied Linguistics (2003)
Science education in sociocultural context: Perspectives from the sociology of science
Gregory J. Kelly;William S. Carlsen;Christine M. Cunningham.
Science Education (1993)
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