One of the challenges for analysing science classroom discourse is a better understanding of intercontextual relationships in the learning process. In this paper, we used orientations from ethnography in education to organise and propose an analytical metaphor called the hourglass approach. It involves three phases of analysis that correspond to the parts of the hourglass. The first phase involves obtaining a continuous cross section of classroom history and the intersections between sociocultural contexts and the science learning contexts, throughout this track record. The second phase involves discourse analysis of few selected events is the vertex of the hourglass. Finally, in the third phase, the analysis of interactions is focused on intercontextual relationships for the interpretation of science learning opportunities. We illustrate this approach based on interactions during science lessons in a first-grade class. In particular, we discuss, in greater detail, how a meaningful intercontextual element in the participants’ group (i.e. the gender norm), intermingled with the engagement of students in practices from the conceptual, epistemic and social domains of scientific knowledge.

中文翻译：

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沙漏法：通过语境化的视角分析科学课堂上的话语互动

分析科学课堂话语的挑战之一是更好地理解学习过程中的语境关系。在本文中，我们使用来自教育民族志的方向来组织和提出一种称为沙漏方法的分析隐喻。它涉及与沙漏各部分相对应的三个分析阶段。第一阶段包括在整个跟踪记录中获取课堂历史的连续横截面以及社会文化背景和科学学习背景之间的交集。第二阶段涉及对少数选定事件的话语分析是沙漏的顶点。最后，在第三阶段，交互分析侧重于解释科学学习机会的语境间关系。我们根据一年级科学课上的互动来说明这种方法。特别是，我们更详细地讨论了参与者群体中一个有意义的语境元素（即性别规范）如何与学生参与科学知识的概念、认知和社会领域的实践相结合。