Conversation Analytic Examination of Inquiry-Based Science Classrooms

Abstract

Purpose: Recent policy and reform documents in education have promoted inquiry-based learning, which is seen as an effectiveway of teaching science. However, there are few studies evaluating the teacher-student interactional structure of inquiry based science (IBS) classes. Although the class is a social place, where learners are in the process of social interaction as a co construction process, this lack of research limits our understanding of the nature of interaction in IBS classes. The lack ofunderstanding of this interactive structure causes teachers to provide the desired answers to the theoretical questions thatare asked outside the classroom, but the results in the classroom are not at the desired level. Design/Methodology/Approach: On this basis, this study examines IBS classroom interaction by the micro-analytic conversationanalysis (CA) method to reveal the interactional phenomena within the classroom. The study was conducted with two scienceteachers and their 56 fifth-grade students. A database of 12 hours of IBS interactions was examined line-by-line and turn-by turn using CA. Findings: Findings show that there are interactionally different phases in the practice of IBS classes and that teacher-studentinteractions also change according to context. These stages were named (1) initiating the inquiry, (2) focusing on theinvestigation, and (3) sharing understanding. Within these different phases of a science lesson, the pedagogical aims of theteachers and the interactive tools are found to differ. Highlights: This has important implications for the study of the subjects and the class, which are dealt with in depth in termsof science education under a different conceptual framework. In addition, this study presents a contribution to CA research interms of examining the interactional characteristics of science classes.