Productive academic talk during inquiry-based science

Gillies, Robyn (2013) Productive academic talk during inquiry-based science. Pedagogies: An International Journal, 8 2: 126-142. doi:10.1080/1554480X.2013.767770

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Author Gillies, Robyn
Title Productive academic talk during inquiry-based science
Journal name Pedagogies: An International Journal   Check publisher's open access policy
ISSN 1554-480X
Publication date 2013-04
Year available 2013
Sub-type Article (original research)
DOI 10.1080/1554480X.2013.767770
Volume 8
Issue 2
Start page 126
End page 142
Total pages 17
Place of publication Philadelphia, PA United States
Publisher Routledge
Collection year 2014
Language eng
Formatted abstract
This study reports on the types of academic talk that contribute to enhanced explanatory responses, reasoning, problem-solving and learning. The study involved 10 groups of 3-4 students who were provided with one of three linguistic tools (i.e. Cognitive Questioning, Philosophy for Children and Collaborative Strategic Reading (CSR)) to scaffold the questioning process and promote discussion during small group work. Groups were videotaped as they worked on inquiry-based science activities and the videotapes were fully transcribed to identify those helping discourses that contribute to productive talk and learning. In addition, three vignettes of students' discussions are also presented in order to illuminate the different types of productive talk that the students demonstrated in their groups. In the first vignette, the students predominately engaged in analogizing as a tool for constructing meaning. In the second, productive talk involved mainly asking questions and providing elaborations and statements while the third is characterized by questions, reasons, rebuttals and statements where students essentially demonstrate the full complement of discourses characteristic of productive academic talk. The study provides insights into how students appropriate various stratagems for talking and thinking together while simultaneously communicating their shared intentionality and motivation to complete the task.
Keyword Academic talk
Classroom discourses
Inquiry based science
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
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Citation counts: Scopus Citation Count Cited 2 times in Scopus Article | Citations
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Created: Wed, 30 Jan 2013, 13:28:45 EST by Claire Backhouse on behalf of School of Education