Analyzing Elementary Preservice Teachers' Use of Talk Moves in a Physical Science Course

• In Event: Science Teaching and Learning: Student Discourse and Sense-Making

Abstract

Effective classroom discourse is a critical component to learning science (Achieve, 2013). This study focuses on the abilities of pre-service teachers to lead effective science discourse. Elementary pre-service teachers (EPST) plan, implement, and evaluate their own science talks to a small group of peers. We collected and analyzed sixty-three transcribed talks from a physical science course. Our results mirrored previous research where monologic patterns persist. Most frequently used moves made by EPSTs demonstrated their reliance on providing information and asking literal (recall) questions. They used significantly fewer moves that promoted deeper engagement with content (uptake, push-back and connections). This data can be used to inform the implementation of targeted scaffolds to improve discourse skills in preservice teachers of elementary science.

Authors

• Tammy Lee, East Carolina University

• Bonnie Glass, East Carolina University