@article {312,
	title = {EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {482-496 },
	abstract = {Recent research on science education has increasingly focused on the role of exploratory talk for learning science in school. This study was conducted in third grade in the Swedish compulsory school and shows how difficult exploratory talk in science is to achieve. The recordings of each lesson focused mainly on the teacher but included the pupils as the teacher interacted with them. The empirical material was analysed from two different perspectives: ways of communicating the science content and communicative approach. The analysis of the classroom practice showed that scien{\textlnot}tific descriptions were dominating ways of communication. Only in a few cases explanations of scien{\textlnot}tific phenomena were in focus. Those situations caused turning points into more interac-tive/dialogic communications or exploratory talk. One main conclusion is that exploratory talk and scientific explanations are not easily achieved when working in primary school. These skills are not automatically attained by the use of inquiry-based material {\textendash} it needs to be trained!},
	keywords = {exploratory talk, primary school, science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.482},
	url = {http://oaji.net/articles/2015/987-1425809431.pdf},
	author = {Ragnhild   L{\"o}fgren and Jan Schoultz and Glenn Hultman and Lars   Bj{\"o}rklund}
}
@article {74,
	title = {SCIENCE TEACHING AND THE SCHOOL - WHEN CONCEPTS MEET CONTEXT},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {22-33},
	abstract = {With this paper we want to discuss possibilities and problems for pupils to learn science. Ex-ploratory studies have been carried in science classrooms. The science lesson exists in a context of its own but classroom interaction re-veals parallel discourses and many research studies show that pupils have great difficulties to move from an eve-ryday discourse into a science discourse and to acquire the spe-cial language of science and the special ways of seeing the world.
Learning and progress in science mean that you acquire concepts and knowledge, which have been developed during a long period of time in cultures with specific terms and rules. In this perspective learning can be regarded as the individual increasing his/her familiarity with the area of knowledge. This is a slow and de-manding process for the learner. But in a science classroom with 30 pupils and one teacher this is rather problematic. The teacher has not time to help every student to go further into the science {\textquotedblleft}arena{\textquotedblright}. For many pupils the experimental work ends up with the fact that the pupils learn the method and how to handle the material but get no opportunity learn more science.
In conclusion we must say that the result of the work in the science classroom depends on the combina-tion of pupils, teachers and materials. The pupil, the teacher and the material are not components, which can be described separately. They are variables, which affect each other and at the same time form a whole, which is affected by the surrounding milieu.},
	keywords = {concepts, culture of school science, experimental work, school science project, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420270.pdf},
	author = {Jan Schoultz and Glenn Hultman}
}
