Investigating the discursive interactions in the elementary science classroom

Abstract

This study explored three aspects of classroom discourse that was conducted in elementaryscience classroom by a Vygotskian manner. Disciplinary content of conversations was matter (atomicstructure) and modelling. Through a validated analytical framework, communicative approaches,teaching purposes and patterns of interactions were analysed. It was found that the teacher enacted bothauthoritative and dialogic sides of teaching episodes. Regarding teaching purposes, the teacher guidedthe students for engaging in a travel between micro (part), macro (whole) and symbolic (communicative)dimensions by negotiating atoms and modelling. Regarding teaching purposes, the teacher directed thestudents to interrogate challenges to compose models that were expected to incorporate reality.Regarding patterns of interactions, teacher-student exchanges were pervasive among others (e.g.,student-student). These findings were discussed by taking current theories of classroom discourse intoaccount and recommendations were offered for teachers’ professional development.