Interpretations Invited by Fifth-Grade Science Teachers' Use of the Conditional Construction

• In Event: Examining the Possibilities and Limitations of Science Teaching and Learning in Early Childhood and Elementary Contexts

Abstract

This paper investigates the conditional construction (‘If P, then Q’) and its effect on conditional reasoning in science lessons. Teachers’ use of conditionals is correlated with students’ growth in conditional reasoning. However, further research was needed to determine the communicative functions of teachers’ use of conditionals (e.g., directives, justifications) and the interpretations they invite (i.e., whether P is necessary or merely sufficient for Q). In our observations of ten fifth grade science classrooms, we find that over half of all instances of the conditional are used to give a directive. Further, in every case in which a directive was given, a ‘P is necessary for Q’ interpretation was invited. We discuss possible effects of SES and implications for science education.

Authors

• Nora M. Isacoff, New York University

• Brianna Avenia-Tapper, New York University