Moving Talk Forward: Novice Science Teachers Approximate the Practice of Leading Science Discourse

• In Event: Science Teaching and Learning: Student Discourse and Argumentation

Abstract

This study focuses on how Elementary pre-service teachers (EPSTs) lead effective science discourse as they plan, implement, and evaluate their own science talks to their peers. We collected and analyzed sixty-three transcribed talks from a physical science course. A codebook for analyzing talk moves was developed and used to analyze 4,287 talk moves. Frequency of moves and patterns were noted. Most frequently used moves made demonstrate EPSTs reliance on providing information and asking literal (recall) questions; whereas they used significantly fewer moves that promoted deeper engagement with content (Uptake, Push-back and Connections). Implications on teacher preparation programs are explored, in particular how this approximation of practice could be implemented to improve discourse skills for teachers of elementary science.

Authors

• Tammy Lee, East Carolina University

• Bonnie Glass, East Carolina University