The Teacher’s Dialogic Questions and Strategies for Guiding Inquiry in Primary School
Abstract
This paper examines classroom discussions of a group of 2nd grade primary school students engaged in an experimental inquiry activity. The teacher’s questions and the epistemic operations carried out by the students have been analyzed simultaneously. Our results show that the productive questions and dialogical strategies used by the teacher are determinant in promoting epistemic operations involved in inquiry. Furthermore, the comparison with a control group that did not participate in the design of the experiment or in the discussions during the inquiry shows that involving the students in these processes promotes the emergence of some aspects of the nature of science within the children’s discourse.
Keywords
Experimental inquiry, Epistemic operations, Productive questions, Nature of science, Primary educationReferences
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