Dialogic Teaching During Cooperative Inquiry-Based Science: A Case Study

• In Event: Cooperative Learning: Theory, Research and Practice SIG Paper Presentations

Abstract

The purpose of this case-study was to investigate how one very effective teacher taught two, cooperative inquiry-based science units to her Year 6 class. The case-study focused on how she used different discourses to capture students’ curiosity in the inquiry-based tasks, provided hands-on activities to enable them to test-out their hypotheses and develop explanations for what they found in order to help them become more scientifically literate and have a broader understanding of the role of science in the world in which they live. The results showed that the students engaged constructively with their peers on the inquiry group tasks; they used the correct scientific language to discuss phenomena, make claims, and compared findings.

Author

• Robyn Margaret Gillies, University of Queensland
  Presenting Author