Early science learning: The effects of teacher talk

Our study addresses the relationship between teacher talk and children’s conceptual learning in early science instruction. We examined role of N = 32 kindergarten classes. The teachers were video-recorded at beginning a four-week instruction phase while assisting group children who dealing with unit on floating sinking. coding included expressions that pertinent to content (content-specific vocabulary) performed an underlying scaffolding function (scaffolding utterances). Teachers’ utterances assigned four sub-types. understanding was measured individual sessions pre-post design. results two different analytic approaches indicated teachers’ content-specific language acted as positive predictor outcomes whereas both negative effects found respect sub-types utterances.