Teacher-Student Interaction Patterns Change During an Early Science Teaching Intervention

Abstract This study aimed to explore the interaction between teachers and young students in terms of their question answer patterns during science lessons investigate whether this changes over course an intervention called ‘Language as a Tool for learning science’ (LaT). It also compared experienced with novices. A total 16 teachers—of which 8 novice teachers—and participated study. The teachers’ utterances were coded regard use questioning strategies, students’ reasoning skills categorized by three types scientific (observations, predictions, explanations). Consistent complex dynamic systems orientation, we analyzed interactions among these dimensions means state space grids (SSG). results showed that before intervention, teacher-student often took form relatively rigid pattern did not ask questions respond expressions. In LaT richer repertoire greater amount emerged knowledge was “co-constructed” open-ended teacher students. suggest quite similar each other.