Discourse analysis and multimodal meaning making in a science classroom: Meta-methodological insights from three theoretical perspectives

Martin, J., Xu, L., & Seah, L. H. (2021). Discourse analysis and multimodal meaning making in a science classroom: Meta-methodological insights from three theoretical perspectives. Research in Science Education (Special Issue on “Analysing Science Classroom Discourse”), 51, 187–207. https://doi.org/10.1007/s11165-020-09961-7