Talking science: Developing a discourse of inquiry
Document Type
Journal Article
Publisher
Australian Science Teachers Association
Faculty
Faculty of Education and Arts
School
School of Education / Fogarty Learning Centre
RAS ID
10591
Abstract
A key principle of inquiry-based science education is that the process of inquiry must include opportunities for the exploration of questions and ideas, as well as reasoning with ideas and evidence. Teaching and learning Science therefore involves teachers managing a discourse that supports inquiry and students engaging in talk that facilitates their learning. This article outlines the role of talk in science learning, distinguishes between types of discourse, argues that types of talk need to be matched to phases of scientific inquiry, and develops a pedagogical framework that supports a discourse of inquiry.
Access Rights
free_to_read
Comments
Hackling, M. W., Smith, P. M., & Murcia, K. J. (2010). Talking science: Developing a discourse of inquiry. Teaching Science, 56(1), 17-22. Available here.