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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 2 (Dec., 2017) |
Conclusions and Future Research
The results of this current study indicate that the generation of children’s scientific explanations was scaffolded by various discourse strategies (e.g., asks students to elaborate or clarify, and asks students for explanatory questions) used by teachers during inquiry-based science learning. Also that providing instructional opportunities and support to kindergartens is important for the production of explanations during the periods of inquiry-based science learning. The study also shows that the various forms of discourse strategies used in the classroom do vary by teachers. Future research is needed to study a larger number of teachers and include more inquiry-based classrooms. The results of this current study will provide important new information about how to comprehend teacher instructional dialogue with students and influence the development of scientific explanation in early science learning.
We would like to express appreciation to Dr. Samarapungavan, Dr. Mantzicopoulos, and Dr. Patrick for providing the resources for conducting this study.
