Chemically speaking: a description of student‐teacher talk during chemistry lessons using and building on students’ experiences

Abstract

This paper describes verbal interactions between a group of 20 16‐year‐old female students and a chemistry teacher, in New Zealand, doing work on oxidation and reduction concepts. The research reported is part of a larger study (Rodrigues 1993a) into the role and effect of context on female students’ learning of oxidation and reduction concepts. The pattern of talk evidenced during audio‐taped lessons stemming from and involving students’ existing experiences did not exhibit the familiar characteristic ‘teacher initiate‐‐student respond‐teacher evaluate’ (Cazden 1988) or ‘teacher initiate‐student respond‐‐teacher follow up’ (Sinclair and Coulthard 1975) sequence normally encountered in science lessons. Students held normal conversations during which they discussed and interrelated chemical concepts and everyday ideas.