The paper reports qualitative findings from a study about how science teachers enacted discursive purposes and talk moves to support the students' experiments. Science teachers may have difficulties assisting students in designing and conducting valid and reliable experiments as the core epistemic practice of science teaching and learning. It is…

In this study, we have explored the ways in which small-group work in science can contribute to strengthen multilingual students' subject language and conceptual development when working with language-oriented classroom activities in primary classrooms. The aim is to determine whether it is possible to identify factors in interactions in…

This manuscript elaborates the value of looking beyond the written and spoken word in science education research and practice at the early childhood level. We examine one plurilingual child's descriptions of a science activity to explore the "diversity of resources" that she used while expressing her understandings of a sound…

In science education research, there is a growing body of studies focusing on the role of multiple representations in pupils' learning. This study is based on a social semiotic perspective and in the analysis, there is a special focus on how the content is conveyed and how relations are created through interaction between teachers/pupils and the…

Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students' access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for…