Abstract
The purposes of this study were to explore the characteristics of the ways in which thirty-six first grade students talked about science. Multiple resources of data from taped episodes of students talking about science, student surveys, interviews and field notes were collected and analyzed to generate the patterns within the ways students talked about science and the methods students applied to participate in talking about science. It was found that the students use twelve different methods, including combining facts and experiences, using anomalies, using analogies, rebutting, comparing and contrasting, elaborating, causal-effect reasoning, using investigations, making judgments, referring to authorities or textbooks, resorting to innate properties, and introducing terminology to talk about science. In addition, three categories of methods can be identified according to the patterns and trends of talking episodes. Finally, educational implications are also discussed.
| Keywords: | science talks; methods of talking |
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