EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL

Ragnhild   Löfgren; Jan Schoultz; Glenn Hultman; Lars   Björklund

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EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL

Title	EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL
Publication Type	Journal Article
Year of Publication	2013
Authors	Löfgren, R, Schoultz, J, Hultman, G, Björklund, L
Journal	Journal of Baltic Science Education
Volume	12
Issue	4
Start Page	482-496
Date Published	December/2013
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1067195
Keywords	exploratory talk, primary school, science
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¬tific descriptions were dominating ways of communication. Only in a few cases explanations of scien¬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 – it needs to be trained!
URL	http://oaji.net/articles/2015/987-1425809431.pdf
DOI	10.33225/jbse/13.12.482
Refereed Designation	Refereed
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