Abstract

Previous research has found that although students are often asked to work in groups for discussion, their interactions are frequently ineffective (Galton & Williamson, 1992). This is because students often fail to understand how to talk together (Dawes, Mercer & Wegerif, 2004). We report on a study that involved primary school children aged 9-10 years, together with their teachers, in a learner-centred participatory design and evaluation of software – the Talk Factory – aimed at supporting exploratory talk in science. Our data suggests that the TF is a tool that can be used to teach students how to talk effectively together by representing characteristics of exploratory talk. In addition, it is a tool that can help teachers to model exploratory talk and analyse the talk that has gone on in their science lessons in real time. We discuss how the teachers and students used the software to support the development of their listening and explanatory skills.

Marilena Petrou is a Research Associate in the Institute of Educational Technology at The Open University. She received, an MPhil in mathematics education, and then her PhD in mathematics education, at the University of Cambridge. Her research is in the area of science and mathematics education and focuses on issues related to students’ engagements in the process of scientific argumentation and teachers’ mathematical knowledge in teaching.