Advanced search
Publication Cover
British Educational Research Journal Volume 30, 2004 - Issue 3
Journal homepage
1,241
Views
389
CrossRef citations to date
0
Altmetric
Original Articles

Reasoning as a scientist: ways of helping children to use language to learn science

Neil Mercer * The Open UniversityView further author information
,
Lyn Dawes De Montfort University, BedfordCorrespondence[email protected]
,
Rupert Wegerif The Open University
&
Claire Sams The Open University
Pages 359-377 | Received 04 Apr 2003, Accepted 06 Aug 2003, Published online: 19 Oct 2010

Citations (389)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (132)

Carla M. Firetto, Emily Starrett & Michelle E. Jordan. (2024) Using Small-Group Discussion to Foster In-Service Teachers’ Comprehension and Instruction of Sustainable Energy Transitions through PV Science. Journal of Science Teacher Education 35:3, pages 243-275.
Read now
Rachel J. Pinnow & Laura Zangori. (2024) Cueing Scientific Explanations: A Social Semiotic Perspective on Framing during Science Instruction in the Elementary School Classroom. Cognition and Instruction 42:2, pages 269-293.
Read now
Ahmed Tlili, Natalia Padilla-Zea, Juan Garzón, Yiping Wang, Kinshuk Kinshuk & Daniel Burgos. (2023) The changing landscape of mobile learning pedagogy: A systematic literature review. Interactive Learning Environments 31:10, pages 6462-6479.
Read now
Ernesto Macaro & Lili Tian. (2023) Developing EMI teachers through a collaborative research model. Journal of Multilingual and Multicultural Development 44:10, pages 1076-1091.
Read now
Connie Cirkony. (2023) Flexible, creative, constructive, and collaborative: the makings of an authentic science inquiry task. International Journal of Science Education 45:17, pages 1440-1462.
Read now
Noreen M. Webb, Megan L. Franke, Nicholas C. Johnson, Marsha Ing & Joy Zimmerman. (2023) Learning through explaining and engaging with others’ mathematical ideas. Mathematical Thinking and Learning 25:4, pages 438-464.
Read now
Melinda Kirk, Russell Tytler & Peta White. (2023) Critical thinking in primary science through a guided inquiry pedagogy: A semiotic perspective. Teachers and Teaching 29:6, pages 615-637.
Read now
Valentina Guzmán, Antonia Larrain, Carolina Álvarez, Ivette Fernández, David Herrera Araya & Camila Urrutia. (2023) Design-based development of educative curriculum material for deliberative human rights education. Journal of Curriculum Studies 55:4, pages 489-507.
Read now
Marion Heron, Harriet R. Tenenbaum & Robert J. Hatch. (2023) Patterns of talk in Foundation Year small group interaction: making the case for educational dialogue. Journal of Further and Higher Education 47:4, pages 450-464.
Read now
Karianne Skovholt. (2023) Micro-reflection on classroom communication. Classroom Discourse 14:2, pages 215-218.
Read now
Nomfundo Radebe & Emmanuel Mushayikwa. (2023) Bloom’s Taxonomy and Classroom Talk: Exploring the Relationship Between the Nature of Small Group Discussion Tasks and the Quality of Learners’ Talk. African Journal of Research in Mathematics, Science and Technology Education 27:1, pages 14-24.
Read now
Lucinda Kerawalla, Meera Chudasama & David J. Messer. (2023) “We can make our words powerful”: students’ perspectives about using Talk Factory, a classroom technology to support exploratory talk. English in Education 57:1, pages 28-44.
Read now
V. Cook & P. Warwick. (2023) Realising student voice through dialogic engagement with a microblogging tool. Education 3-13 51:1, pages 156-170.
Read now
Kathleen Easley & Jamie Lehto. (2022) Methods and Strategies: Let’s Work Together. Science and Children 60:1, pages 80-83.
Read now
Murod Ismailov. (2022) Content lecturer and quality interaction in EMI university classrooms: a longitudinal case study. Journal of Multilingual and Multicultural Development 0:0, pages 1-22.
Read now
HyeJin Hwang, Sonia Q. Cabell & Rachel E. Joyner. (2022) Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis. Scientific Studies of Reading 26:3, pages 223-249.
Read now
Matan Barak & Adam Lefstein. (2022) Above the law? The democratic implications of setting ground rules for dialogue. Language and Education 36:3, pages 195-210.
Read now
Ester Aflalo & Ayala Raviv. (2022) Characteristics of classroom discourse in physics lessons. Research in Science & Technological Education 40:2, pages 168-188.
Read now
Anja Amundrud, Ole Smørdal & Ingvill Rasmussen. (2022) #Fact or #opinion: the educational design of a microblogging activity intended to engage students in productive interactions. Technology, Pedagogy and Education 31:2, pages 199-215.
Read now
Zarifa Zakaria, Jessica Vandenberg, Jennifer Tsan, Danielle Cadieux Boulden, Collin F. Lynch, Kristy Elizabeth Boyer & Eric N. Wiebe. (2022) Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students. Computer Science Education 32:1, pages 3-29.
Read now
Jonathan Grant Halls, Shaaron Elizabeth Ainsworth & Mary Colette Oliver. (2021) Using dialogic interventions to decrease children’s use of inappropriate teleological explanations. International Journal of Science Education 43:11, pages 1817-1836.
Read now
Haoli Zhuang, Yang Xiao, Qiaoyi Liu, Bing Yu, Jianwen Xiong & Lei Bao. (2021) Comparison of nature of science representations in five Chinese high school physics textbooks. International Journal of Science Education 43:11, pages 1779-1798.
Read now
Ruiguo Cui & Peter Teo. (2021) Dialogic education for classroom teaching: a critical review. Language and Education 35:3, pages 187-203.
Read now
Jack K. H. Pun & Kevin W. H. Tai. (2021) Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions. International Journal of Science Education 43:7, pages 1112-1139.
Read now
Taro Fujita, Jonathan Doney, Ruth Flanagan & Rupert Wegerif. (2021) Collaborative group work in mathematics in the UK and Japan: use of group thinking measure tests. Education 3-13 49:2, pages 119-133.
Read now
Elie Rached & Michel Grangeat. (2021) French teachers’ informal formative assessment in the context of inquiry-based learning. International Journal of Science Education 43:3, pages 385-406.
Read now
Christine J. Lyon, Leslie Nabors Oláh & Meghan Brenneman. (2020) A Formative Assessment Observation Protocol to Measure Implementation: Evaluating the Scoring Inference. Educational Assessment 25:4, pages 288-313.
Read now
E. Caroline Wylie & Christine J. Lyon. (2020) Developing a Formative Assessment Protocol to Support Professional Growth. Educational Assessment 25:4, pages 314-330.
Read now
Matti Hiltunen, Sirpa Kärkkäinen & Tuula Keinonen. (2020) Biology student teachers’ dialogic talk in inquiry-based instruction. Journal of Biological Education 54:3, pages 300-314.
Read now
Andy R. Cavagnetto, Brian Hand & Joshua Premo. (2020) Supporting student agency in science. Theory Into Practice 59:2, pages 128-138.
Read now
Elaine Silva Mangiante, Elizabeth Carpenter & Hayley Robichaud. (2020) Elementary Student Engineers: Their Teamwork, Negotiations, and Problem-Solving. Kappa Delta Pi Record 56:2, pages 70-76.
Read now
Jonathon Adams, Tan Ying Chin & Poh Hiang Tan. (2020) Talking to learn science: examining the role of teacher talk moves around visual representations to learn science. Learning: Research and Practice 6:1, pages 19-33.
Read now
Eleanore Hargreaves, Dalia Elhawary & Mohamed Mahgoub. (2020) ‘One girl had a different idea’: children’s perspectives on learning and teaching models in the traditional classroom. Education 3-13 48:1, pages 87-99.
Read now
Jan Kehrmann, Walter Popp, Battumur Delgermaa, Damdin Otgonbayar, Tsagaan Gantumur, Jan Buer & Nyamdorj Tsogbadrakh. (2020) Two fatal cases of plague after consumption of raw marmot organs. Emerging Microbes & Infections 9:1, pages 1878-1881.
Read now
Christine Howe, Sara Hennessy, Neil Mercer, Maria Vrikki & Lisa Wheatley. (2019) Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?. Journal of the Learning Sciences 28:4-5, pages 462-512.
Read now
Ruth Dann. (2019) Feedback as a relational concept in the classroom. The Curriculum Journal 30:4, pages 352-374.
Read now
Maria Vrikki, Sue Brindley, Manzoorul Abedin & Fran Riga. (2019) Exploring dialogic space: a case study of a religious education classroom. Language and Education 33:5, pages 469-485.
Read now
William A. Sandoval, Noel Enyedy, Elizabeth H. Redman & Sihan Xiao. (2019) Organising a culture of argumentation in elementary science. International Journal of Science Education 41:13, pages 1848-1869.
Read now
Veslem⊘y Rydland & Vibeke Gr⊘ver. (2019) Argumentative peer discussions following individual reading increase comprehension. Language and Education 33:4, pages 379-394.
Read now
Juan Quílez. (2019) A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2, pages 121-167.
Read now
Joep van der Graaf, Eva van de Sande, Martine Gijsel & Eliane Segers. (2019) A combined approach to strengthen children’s scientific thinking: direct instruction on scientific reasoning and training of teacher’s verbal support. International Journal of Science Education 41:9, pages 1119-1138.
Read now
Jesper Bruun, Mats Lindahl & Cedric Linder. (2019) Network analysis and qualitative discourse analysis of a classroom group discussion. International Journal of Research & Method in Education 42:3, pages 317-339.
Read now
Christine J. Lyon, Leslie Nabors Oláh & E. Caroline Wylie. (2019) Working toward integrated practice: Understanding the interaction among formative assessment strategies. The Journal of Educational Research 112:3, pages 301-314.
Read now
Thi Diem Hang Khong, Eisuke Saito & Robyn M. Gillies. (2019) Key issues in productive classroom talk and interventions. Educational Review 71:3, pages 334-349.
Read now
Guangwei Hu & Yanfang Duan. (2019) Questioning and responding in the classroom: a cross-disciplinary study of the effects of instructional mediums in academic subjects at a Chinese university. International Journal of Bilingual Education and Bilingualism 22:3, pages 303-321.
Read now
Ibis M Álvarez Valdivia & Marc Lafuente Martínez. (2019) Improving preservice teachers’ scientific argumentative writing through epistemic practices: a learning progression approach. Journal of Education for Teaching 45:2, pages 169-185.
Read now
Paul Black & Dylan Wiliam. (2018) Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice 25:6, pages 551-575.
Read now
Florencia Gomez Zaccarelli, Ann-Kathrin Schindler, Hilda Borko & Jonathan Osborne. (2018) Learning from professional development: a case study of the challenges of enacting productive science discourse in the classroom. Professional Development in Education 44:5, pages 721-737.
Read now
Lindsay Hetherington, Mark Hardman, Jill Noakes & Rupert Wegerif. (2018) Making the case for a material-dialogic approach to science education. Studies in Science Education 54:2, pages 141-176.
Read now
Antonia Larrain, Christine Howe & Paulina Freire. (2018) ‘More is not necessarily better’: curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge. Research in Science & Technological Education 36:3, pages 282-301.
Read now
Eira Wyn Patterson. (2018) Exploratory talk in the early years: analysing exploratory talk in collaborative group activities involving younger learners. Education 3-13 46:3, pages 264-276.
Read now
Sara Hennessy, Tatjana Dragovic & Paul Warwick. (2018) A research-informed, school-based professional development workshop programme to promote dialogic teaching with interactive technologies. Professional Development in Education 44:2, pages 145-168.
Read now
Karianne Skovholt. (2018) Establishing Scientific Discourse in Classroom Interaction Teacher Students’ Orientation to Mundane Versus Technical Talk in the School Subject Norwegian. Scandinavian Journal of Educational Research 62:2, pages 229-244.
Read now
Hui-Chuan Li & Tsung-Lung Tsai. (2017) The implementation of problem-based learning in a Taiwanese primary mathematics classroom: lessons learned from the students’ side of the story. Educational Studies 43:3, pages 354-369.
Read now
Evan J. Fishman, Hilda Borko, Jonathan Osborne, Florencia Gomez, Stephanie Rafanelli, Emily Reigh, Anita Tseng, Susan Million & Eric Berson. (2017) A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom. Journal of Science Teacher Education 28:3, pages 222-249.
Read now
Kenneth Ruthven, Neil Mercer, Keith S. Taber, Paula Guardia, Riikka Hofmann, Sonia Ilie, Stefanie Luthman & Fran Riga. (2017) A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education 32:1, pages 18-40.
Read now
Elsa Guilherme, Cláudia Faria & Diana Boaventura. (2016) Exploring marine ecosystems with elementary school Portuguese children: inquiry-based project activities focused on ‘real-life’ contexts. Education 3-13 44:6, pages 715-726.
Read now
Marlenny Guevara, Marijn van Dijk & Paul van Geert. (2016) Microdevelopment of peer interactions and scientific reasoning in young children / Microdesarrollo de la interacción entre pares y el razonamiento científico en niños pequeños. Journal for the Study of Education and Development 39:4, pages 727-771.
Read now
R. Hofmann & N. Mercer. (2016) Teacher interventions in small group work in secondary mathematics and science lessons. Language and Education 30:5, pages 400-416.
Read now
Kok-Sing Tang. (2016) The interplay of representations and patterns of classroom discourse in science teaching sequences. International Journal of Science Education 38:13, pages 2069-2095.
Read now
Diana Arya & Andrew Maul. (2016) The building of knowledge, language, and decision-making about climate change science: a cross-national program for secondary students. International Journal of Science Education 38:6, pages 885-904.
Read now
Christa S. C. Asterhan & Baruch B. Schwarz. (2016) Argumentation for Learning: Well-Trodden Paths and Unexplored Territories. Educational Psychologist 51:2, pages 164-187.
Read now
Martina S. J. van Uum, Roald P. Verhoeff & Marieke Peeters. (2016) Inquiry-based science education: towards a pedagogical framework for primary school teachers. International Journal of Science Education 38:3, pages 450-469.
Read now
Mijung Kim. (2016) Children's Reasoning as Collective Social Action through Problem Solving in Grade 2/3 Science Classrooms. International Journal of Science Education 38:1, pages 51-72.
Read now
Jenni Ingram & Victoria Elliott. (2016) A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours. Cambridge Journal of Education 46:1, pages 37-53.
Read now
Gisela Ernst-Slavit & Kerri J. Wenger. (2016) Surrounded by Water: Talking to Learn in Today's Classrooms. Kappa Delta Pi Record 52:1, pages 28-34.
Read now
Stuart Ian Boon. (2015) The role of training in improving peer assessment skills amongst year six pupils in primary school writing: an action research enquiry. Education 3-13 43:6, pages 666-682.
Read now
Kati Laine & Raija Hämäläinen. (2015) Collaborative business planning in initial vocational education and training. Journal of Vocational Education & Training 67:4, pages 497-514.
Read now
Xenia Hadjioannou & Jane S. Townsend. (2015) Examining booktalks to shed light on authentic classroom discussion. Classroom Discourse 6:3, pages 198-220.
Read now
Yuen Yi Lo & Ernesto Macaro. (2015) Getting used to content and language integrated learning: what can classroom interaction reveal?. The Language Learning Journal 43:3, pages 239-255.
Read now
J. Bryan Henderson, Anna MacPherson, Jonathan Osborne & Andrew Wild. (2015) Beyond Construction: Five arguments for the role and value of critique in learning science. International Journal of Science Education 37:10, pages 1668-1697.
Read now
Simon Knight & Neil Mercer. (2015) The role of exploratory talk in classroom search engine tasks. Technology, Pedagogy and Education 24:3, pages 303-319.
Read now
Tony Loughland & Laetitia Kilpatrick. (2015) Formative assessment in primary science. Education 3-13 43:2, pages 128-141.
Read now
Paul Black. (2015) Formative assessment – an optimistic but incomplete vision. Assessment in Education: Principles, Policy & Practice 22:1, pages 161-177.
Read now
E. Caroline Wylie & Christine J. Lyon. (2015) The fidelity of formative assessment implementation: issues of breadth and quality. Assessment in Education: Principles, Policy & Practice 22:1, pages 140-160.
Read now
Ana Llinares & Irene Pascual Peña. (2015) A genre approach to the effect of academic questions on CLIL students’ language production. Language and Education 29:1, pages 15-30.
Read now
Christine Howe, Sonia Ilie, Paula Guardia, Riikka Hofmann, Neil Mercer & Fran Riga. (2015) Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching. International Journal of Science Education 37:1, pages 162-184.
Read now
Julia Sutherland. (2015) Going ‘meta’: using a metadiscoursal approach to develop secondary students’ dialogic talk in small groups. Research Papers in Education 30:1, pages 44-69.
Read now
Elizabeth Hewitt. (2014) Emerging thoughts on an approach to engaging pupils in effective group talk in science. Education 3-13 42:4, pages 402-418.
Read now
Jenny Byrne, Malin Ideland, Claes Malmberg & Marcus Grace. (2014) Climate Change and Everyday Life: Repertoires children use to negotiate a socio-scientific issue. International Journal of Science Education 36:9, pages 1491-1509.
Read now
Audrey Msimanga & Anthony Lelliott. (2014) Talking Science in Multilingual Contexts in South Africa: Possibilities and challenges for engagement in learners home languages in high school classrooms. International Journal of Science Education 36:7, pages 1159-1183.
Read now
Antonia Larrain, Paulina Freire & Christine Howe. (2014) Science Teaching and Argumentation: One-sided versus dialectical argumentation in Chilean middle-school science lessons. International Journal of Science Education 36:6, pages 1017-1036.
Read now
Jonathan Osborne. (2014) Teaching Scientific Practices: Meeting the Challenge of Change. Journal of Science Teacher Education 25:2, pages 177-196.
Read now
Sandra Gilabert, Merce Garcia-Mila & Mark K. Felton. (2013) The Effect of Task Instructions on Students’ Use of Repetition in Argumentative Discourse. International Journal of Science Education 35:17, pages 2857-2878.
Read now
Vaille Dawson & Grady Venville. (2013) Introducing High School Biology Students to Argumentation About Socioscientific Issues. Canadian Journal of Science, Mathematics and Technology Education 13:4, pages 356-372.
Read now
Neil Mercer. (2013) The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn. Educational Psychologist 48:3, pages 148-168.
Read now
Kavish Jawahar & Edith R. Dempster. (2013) A Systemic Functional Linguistic Analysis of the Utterances of Three South African Physical Sciences Teachers. International Journal of Science Education 35:9, pages 1425-1453.
Read now
RobynM. Gillies. (2013) Productive academic talk during inquiry-based science. Pedagogies: An International Journal 8:2, pages 126-142.
Read now
Kalypso Iordanou. (2013) Developing Face-to-Face Argumentation Skills: Does Arguing on the Computer Help?. Journal of Cognition and Development 14:2, pages 292-320.
Read now
Sarah MacQuarrie, Christine Howe & James Boyle. (2012) Exploring the characteristics of small groups within science and English secondary classrooms. Cambridge Journal of Education 42:4, pages 527-546.
Read now
Kendra McMahon. (2012) Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative approach and pedagogic purposes. International Journal of Science Education 34:11, pages 1687-1708.
Read now
Debra McGregor. (2012) Dramatising Science Learning: Findings from a pilot study to re-invigorate elementary science pedagogy for five- to seven-year olds. International Journal of Science Education 34:8, pages 1145-1165.
Read now
Shaljan Areepattamannil. (2012) Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar. The Journal of Educational Research 105:2, pages 134-146.
Read now
Yuen Yi Lo & Ernesto Macaro. (2012) The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools. International Journal of Bilingual Education and Bilingualism 15:1, pages 29-52.
Read now
Robyn M. Gillies, Kim Nichols & Gilbert Burgh. (2011) Promoting problem-solving and reasoning during cooperative inquiry science. Teaching Education 22:4, pages 427-443.
Read now
Paul Warwick, Sara Hennessy & Neil Mercer. (2011) Promoting teacher and school development through co‐enquiry: developing interactive whiteboard use in a ‘dialogic classroom’. Teachers and Teaching 17:3, pages 303-324.
Read now
Paul Black, Mark Wilson & Shih-Ying Yao. (2011) Road Maps for Learning: A Guide to the Navigation of Learning Progressions. Measurement: Interdisciplinary Research and Perspectives 9:2-3, pages 71-123.
Read now
RobynM. Gillies. (2011) Promoting thinking, problem‐solving and reasoning during small group discussions. Teachers and Teaching 17:1, pages 73-89.
Read now
Einat Gil & Dani Ben-Zvi. (2011) Explanations and Context in the Emergence of Students' Informal Inferential Reasoning. Mathematical Thinking and Learning 13:1-2, pages 87-108.
Read now
Fred Lubben, Melanie Sadeck, Zena Scholtz & Martin Braund. (2010) Gauging Students’ Untutored Ability in Argumentation about Experimental Data: A South African case study. International Journal of Science Education 32:16, pages 2143-2166.
Read now
Neil Mercer, Paul Warwick, Ruth Kershner & Judith Kleine Staarman. (2010) Can the interactive whiteboard help to provide ‘dialogic space’ for children's collaborative activity?. Language and Education 24:5, pages 367-384.
Read now
Christine Chin & Jonathan Osborne. (2010) Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms. Journal of the Learning Sciences 19:2, pages 230-284.
Read now
Jennifer DeWitt & Jill Hohenstein. (2010) Supporting Student Learning: A Comparison of Student Discussion in Museums and Classrooms. Visitor Studies 13:1, pages 41-66.
Read now
Neil Mercer, Lyn Dawes & Judith Kleine Staarman. (2009) Dialogic teaching in the primary science classroom. Language and Education 23:4, pages 353-369.
Read now
Christine Chin & Lay‐Yen Teou. (2009) Using Concept Cartoons in Formative Assessment: Scaffolding students’ argumentation. International Journal of Science Education 31:10, pages 1307-1332.
Read now
Marcus Grace. (2009) Developing High Quality Decision‐Making Discussions About Biological Conservation in a Normal Classroom Setting. International Journal of Science Education 31:4, pages 551-570.
Read now
NoreenM. Webb, MeganL. Franke, Tondra De, AngelaG. Chan, Deanna Freund, Pat Shein & DorisK. Melkonian. (2009) ‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups. Cambridge Journal of Education 39:1, pages 49-70.
Read now
RobynM. Gillies & Asaduzzaman Khan. (2009) Promoting reasoned argumentation, problem‐solving and learning during small‐group work. Cambridge Journal of Education 39:1, pages 7-27.
Read now
Judith Kleine Staarman. (2009) The joint negotiation of ground rules: establishing a shared collaborative practice with new educational technology. Language and Education 23:1, pages 79-95.
Read now
Paul Warwick & Ruth Kershner. (2008) Primary teachers’ understanding of the interactive whiteboard as a tool for children’s collaborative learning and knowledge‐building. Learning, Media and Technology 33:4, pages 269-287.
Read now
Laura Black & Deborah Varley. (2008) Young children's perspectives on whole class discussions. Education 3-13 36:3, pages 207-221.
Read now
Shirley Simon, Stuart Naylor, Brenda Keogh, Jane Maloney & Brigid Downing. (2008) Puppets Promoting Engagement and Talk in Science. International Journal of Science Education 30:9, pages 1229-1248.
Read now
Rupert Wegerif. (2008) Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue. British Educational Research Journal 34:3, pages 347-361.
Read now
Sandra Eady. (2008) WHAT IS THE PURPOSE OF LEARNING SCIENCE? AN ANALYSIS OF POLICY AND PRACTICE IN THE PRIMARY SCHOOL. British Journal of Educational Studies 56:1, pages 4-19.
Read now
Neil Mercer. (2008) The Seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis. Journal of the Learning Sciences 17:1, pages 33-59.
Read now
DavidS. Heywood. (2007) Problematizing science subject matter knowledge as a legitimate enterprise in primary teacher education. Cambridge Journal of Education 37:4, pages 519-542.
Read now
Joan Swann. (2007) Designing ‘Educationally Effective’ Discussion. Language and Education 21:4, pages 342-359.
Read now
Laura Black. (2007) Interactive Whole Class Teaching and Pupil Learning: Theoretical and Practical Implications. Language and Education 21:4, pages 271-283.
Read now
Helen Sauntson. (2007) Girls' and Boys' Use of Acknowledging Moves in Pupil Group Classroom Discussions. Language and Education 21:4, pages 304-327.
Read now
Eleanore Hargreaves. (2007) The validity of collaborative assessment for learning. Assessment in Education: Principles, Policy & Practice 14:2, pages 185-199.
Read now
Jane Maloney. (2007) Children's roles and use of evidence in science: an analysis of decision‐making in small groups. British Educational Research Journal 33:3, pages 371-401.
Read now
Jennifer DeWitt & Jonathan Osborne. (2007) Supporting Teachers on Science‐focused School Trips: Towards an integrated framework of theory and practice. International Journal of Science Education 29:6, pages 685-710.
Read now
Neil Mercer. (2007) Commentary on the Reconciliation of Cognitive and Sociocultural Accounts of Conceptual Change. Educational Psychologist 42:1, pages 75-78.
Read now
Jane Maloney & Shirley Simon. (2006) Mapping Children’s Discussions of Evidence in Science to Assess Collaboration and Argumentation. International Journal of Science Education 28:15, pages 1817-1841.
Read now
Neil Mercer & Claire Sams. (2006) Teaching Children How to Use Language to Solve Maths Problems. Language and Education 20:6, pages 507-528.
Read now
Geoff Munns & Helen Woodward. (2006) Student engagement and student self‐assessment: the REAL framework. Assessment in Education: Principles, Policy & Practice 13:2, pages 193-213.
Read now
Paul Black, Robert McCormick, Mary James & David Pedder. (2006) Learning How to Learn and Assessment for Learning: a theoretical inquiry. Research Papers in Education 21:2, pages 119-132.
Read now
Fay Smith, Frank Hardman & Steve Higgins. (2006) The impact of interactive whiteboards on teacher–pupil interaction in the National Literacy and Numeracy Strategies. British Educational Research Journal 32:3, pages 443-457.
Read now
Richard Harris & Mary Ratcliffe. (2005) Socio-scientific issues and the quality of exploratory talk—what can be learned from schools involved in a ‘collapsed day’ project?. The Curriculum Journal 16:4, pages 439-453.
Read now
Jeremy Hodgen & Bethan Marshall. (2005) Assessment for learning in English and mathematics: a comparison. The Curriculum Journal 16:2, pages 153-176.
Read now
Neil Mercer, Karen Littleton & Rupert Wegerif. (2004) Methods for studying the processes of interaction and collaborative activity in computer-based educational activities. Technology, Pedagogy and Education 13:2, pages 195-212.
Read now
Yuan-Ke Sun & Man-Ho Chan. Pathways to early science literacy: investigating the different role of language and reading skills in science literacy among early primary school children. International Journal of Science Education 0:0, pages 1-16.
Read now

Articles from other publishers (257)

Kristen P. Blair, Leslie C. Banes & Lee Martin. (2024) Fostering noticing of classroom discussion features through analysis of contrasting cases. Instructional Science.
Crossref
Bruna Di Sabato, Brownen Hughes & Ernesto Macaro. (2024) Collaborative Professional Development in English Medium Instruction. EL.LE:1.
Crossref
Ayhan Koçoğlu & Sedat Kanadlı. (2024) Effect of argumentation-based instruction on student achievement: a mixed-research synthesis. Asia Pacific Education Review.
Crossref
Paulina Freire & Valeska Grau. (2024) Relationship between shared regulation and argumentative discourse: analysis of collaborative interactions in a primary school classroom / Relación entre regulación compartida y discurso argumentativo: análisis de interacciones colaborativas en un aula de educación básica . Culture and Education: Cultura y Educación 36:1, pages 39-60.
Crossref
Matan Barak. (2024) Educational ideals and classroom realities: Developing teachers' concepts of dialogic pedagogy in real-world contexts. Teaching and Teacher Education 138, pages 104401.
Crossref
Deliang Wang, Yang Tao & Gaowei Chen. (2024) Artificial intelligence in classroom discourse: A systematic review of the past decade. International Journal of Educational Research 123, pages 102275.
Crossref
Martha Höfler, Till Woerfel, Tetyana Vasylyeva & Leonie Twente. (2023) Wirkung sprachsensibler Unterrichtsansätze – Ergebnisse eines systematischen ReviewsEffectiveness of language and content learning approaches—Results of a systematic review. Zeitschrift für Erziehungswissenschaft.
Crossref
Annabel Amodia-Bidakowska, Sara Hennessy & Paul Warwick. (2023) Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools. Learning, Culture and Social Interaction 43, pages 100742.
Crossref
Burhanuddin & Mohammad Arsyad Arrafii. (2022) Unfolding the typology and quality of the learner agency practices in the teachers’ implementation of the 2013  curriculum in Indonesia: the normalisation process theory perspective. Asia Pacific Education Review 24:4, pages 545-561.
Crossref
Maite Santiago-Garabieta, Rocío García-Carrión, Harkaitz Zubiri-Esnaola & Garazi López de Aguileta. (2021) Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research 27:6, pages 1532-1551.
Crossref
Ümit DURUK, Emine ÇAVUŞ & Abuzer AKGÜN. (2023) The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific BeliefsThe Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs. Journal of Computer and Education Research 11:22, pages 643-670.
Crossref
Anja Lembens & Rita Elisabeth Krebs. (2023) Analysing and developing linguistically responsive tasks within the frame-work of the cross-disciplinary Erasmus+ project sensiMINT. Chemistry Teacher International 0:0.
Crossref
Zeynep Çakmak Gürel. (2023) Teaching mathematical modeling in the classroom: Analyzing the scaffolding methods of teachers. Teaching and Teacher Education 132, pages 104253.
Crossref
Chrysi Rapanta, Andrea Miralda-Banda, Mercè Garcia-Milà, Maria Vrikki, Fabrizio Macagno & Maria Evagorou. (2023) Detecting the factors affecting classroom dialogue quality. Linguistics and Education 77, pages 101223.
Crossref
E. Caroline Wylie. (2023) Closing the feedback Loop: Reflections on practical educational implications and future research. Learning and Instruction 87, pages 101801.
Crossref
Corinna Mönch & Silvija Markic. (2023) Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge. Journal of Chemical Education 100:9, pages 3228-3239.
Crossref
Marine Simon & Alexandra Budke. (2023) German and French Students’ Strategies While Performing Geographical Comparisons in a Group Task Setting. Education Sciences 13:8, pages 849.
Crossref
Sylvia Rojas-Drummond, Ana Luisa Rubio-Jimenez & Flora Hernández-Carrillo. (2023) The situated nature of dialogic interactions: Children's talk across different tasks. Learning, Culture and Social Interaction 41, pages 100728.
Crossref
Carla M. Firetto, Emily Starrett & Michelle E. Jordan. (2023) Embracing a culture of talk: STEM teachers’ engagement in small-group discussions about photovoltaics. International Journal of STEM Education 10:1.
Crossref
Carla C. Johnson, Janet B. Walton, Lacey Strickler & Jennifer Brammer Elliott. (2022) Online Teaching in K-12 Education in the United States: A Systematic Review. Review of Educational Research 93:3, pages 353-411.
Crossref
Gunjan Khera, Ratna Chandrika Yelisetty, Gavin Malcolm Spence, Waala Dhafer Masoud Hadi AlAhbabi & Vanessa Baaba Dadzie. (2023) Impact of the COVID-19 pandemic on the well-being of preschoolers: A parental guide. Heliyon 9:4, pages e14332.
Crossref
Sara Dominguez & Vanessa Svihla. (2023) A review of teacher implemented scaffolding in K-12. Social Sciences & Humanities Open 8:1, pages 100613.
Crossref
Noreen M. Webb & Eric Burnheimer. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 593 599 .
Irene Hadjicosti, Konstantinos Korfiatis, Ralph Levinson & Stephen Price. (2021) Students’ Forms of Dialogue When Engaged with Contemporary Biological Research: Insights from University and High School Students’ Group Discussions. Research in Science Education 52:5, pages 1525-1544.
Crossref
Naomi Hennah, Sophie Newton & Michael K. Seery. (2022) A holistic framework for developing purposeful practical work. Chemistry Education Research and Practice 23:3, pages 582-598.
Crossref
Benzi Slakmon. (2022) Effects of dialogic education on sensemaking: Changes in teachers' narrative structure. Teaching and Teacher Education 115, pages 103748.
Crossref
Zhi Hong Wan. (2021) What predicts students’ critical thinking disposition? A comparison of the roles of classroom and family environments. Learning Environments Research 25:2, pages 565-580.
Crossref
Tuğba Öztürk & Bülent Güven. (2022) A study on pre-service mathematics teachers’ criteria of proof evaluation. LUMAT: International Journal on Math, Science and Technology Education 10:1.
Crossref
Lucy R. McClain, Yu‐Chen Chiu & Heather Toomey Zimmerman. (2022) Place‐based learning processes in a family science workshop: Discussion prompts supporting families sensemaking and rural science connections using a community water model. Science Education 106:3, pages 645-673.
Crossref
Matan Barak & Adam Lefstein. (2021) Opening Texts for Discussion: Developing Dialogic Reading Stances. Reading Research Quarterly 57:2, pages 449-468.
Crossref
Yılmaz SAĞLAM & Sedat KANADLI. (2022) Can Dialogic Discourse Enhance Student Active Participation?Diyalojik Söylem Öğrencinin Derse Aktif Katımını Arttırabilir mi?. Kastamonu Eğitim Dergisi 30:1, pages 24-35.
Crossref
Ana HalbachAna Halbach. 2022. The Literacy Approach to Teaching Foreign Languages. The Literacy Approach to Teaching Foreign Languages 1 11 .
Christine Harrison & Sally Howard. 2022. Children’s Creative Inquiry in STEM. Children’s Creative Inquiry in STEM 113 127 .
Smiljana Jošić, Barbara Japelj Pavešić, Nikoleta Gutvajn & Mojca Rožman. 2022. Dinaric Perspectives on TIMSS 2019. Dinaric Perspectives on TIMSS 2019 213 239 .
Markus Hähkiöniemi. 2022. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof 145 158 .
Jill K. Fahy & David K. Browning. (2021) Adolescent Language Therapy: Syntax and Semantics for Reasoning and Planning. Perspectives of the ASHA Special Interest Groups 6:6, pages 1327-1342.
Crossref
Patrick Mannion, Imelda V. Bangun, Zhengjie Li & Jennifer Wolgemuth. (2021) An EAP instructor's perceptions of and engagement in dialogic scaffolding. Linguistics and Education 66, pages 100994.
Crossref
Nani Teig, Ole Kristian Bergem, Trude Nilsen & Bas Senden. 2021. Med blikket mot naturfag. Med blikket mot naturfag 46 72 .
Slavica Maksić & Smiljana Jošić. (2021) Scaffolding the development of creativity from the students’ perspective. Thinking Skills and Creativity 41, pages 100835.
Crossref
Karin Ekman. (2021) Making sense of sensing: Scaffolding community knowledge in an online informal scientific engagement. Learning, Culture and Social Interaction 30, pages 100537.
Crossref
Martina S. J. van Uum, Marieke Peeters & Roald P. Verhoeff. (2019) Professionalising Primary School Teachers in Guiding Inquiry-Based Learning. Research in Science Education 51:S1, pages 81-108.
Crossref
Zenaida Aguirre‐Muñoz, Michelle Pantoya, Magdalena Pando & Elias S. Loria Garro. (2021) Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity. Journal of Engineering Education 110:3, pages 517-544.
Crossref
Haesol Bae, Krista Glazewski, Thomas Brush & Kyungbin Kwon. (2021) Fostering transfer of responsibility in the middle school PBL classroom: an investigation of soft scaffolding. Instructional Science 49:3, pages 337-363.
Crossref
Noreen M. Webb, Marsha Ing, Eric Burnheimer, Nicholas C. Johnson, Megan L. Franke & Joy Zimmerman. (2021) Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving. Education Sciences 11:5, pages 214.
Crossref
Lindsey Cameron & Harriet R. Tenenbaum. (2021) Lessons from developmental science to mitigate the effects of the COVID-19 restrictions on social development. Group Processes & Intergroup Relations 24:2, pages 231-236.
Crossref
Ueli T. Studhalter, Miriam Leuchter, Annette Tettenborn, Anneliese Elmer, Peter A. Edelsbrunner & Henrik Saalbach. (2021) Early science learning: The effects of teacher talk. Learning and Instruction 71, pages 101371.
Crossref
Sarah L. McClusky & Donna Farland-Smith. 2021. Enhancing Learning Opportunities Through Student, Scientist, and Teacher Partnerships. Enhancing Learning Opportunities Through Student, Scientist, and Teacher Partnerships 23 42 .
M. Dolores Ramírez-Verdugo & Alfonso García de la Vega. 2021. Research Anthology on Developing Critical Thinking Skills in Students. Research Anthology on Developing Critical Thinking Skills in Students 142 156 .
Azlin Zaiti Zainal. 2021. Redefining the Role of Language in a Globalized World. Redefining the Role of Language in a Globalized World 197 218 .
Sylvia Rojas-Drummond, José Hernández, María José Barrera, Ivonne Hernández, Karen Vázquez & Omar Martínez. 2021. Dialogical Approaches and Tensions in Learning and Development. Dialogical Approaches and Tensions in Learning and Development 123 136 .
Emre Harun KARAASLAN & Yılmaz SAĞLAM. (2020) Kimya Öğretmenlerine Yönelik Bir Söylem Analizi. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi 17:1, pages 1338-1355.
Crossref
Pitt Hild, Alex Buff, Christoph Gut & Ilka Parchmann. (2020) Adaptives kompetenzbezogenes Feedback beim selbstständigen praktisch-naturwissenschaftlichen ArbeitenAdaptive Competence-Based Feedback When ‘Doing Science’. Zeitschrift für Didaktik der Naturwissenschaften 26:1, pages 19-35.
Crossref
Ulrika Bossér & Mats Gunnar Lindahl. (2020) Students’ Use of Open-Minded Attitude and Elaborate Talk in Group Discussion and Role-Playing Debate on Socioscientific Issues. Eurasia Journal of Mathematics, Science and Technology Education 16:12, pages em1910.
Crossref
Tereza Češková. (2020) Interakce při řešení problémově orientovaných úloh ve výuce přírodovědy. ORBIS SCHOLAE 14:1, pages 49-80.
Crossref
Asli Sezen‐Barrie, Mary K. Stapleton & Gili Marbach‐Ad. (2020) Science teachers' sensemaking of the use of epistemic tools to scaffold students' knowledge (re)construction in classrooms. Journal of Research in Science Teaching 57:7, pages 1058-1092.
Crossref
Alieke M. van Dijk, Tessa H. S. Eysink & Ton de Jong. (2019) Supporting Cooperative Dialogue in Heterogeneous Groups in Elementary Education. Small Group Research 51:4, pages 464-491.
Crossref
Murat Ekici & Mukaddes Erdem. (2020) Developing Science Process Skills through Mobile Scientific Inquiry. Thinking Skills and Creativity 36, pages 100658.
Crossref
Sara Hennessy, Christine Howe, Neil Mercer & Maria Vrikki. (2020) Coding classroom dialogue: Methodological considerations for researchers. Learning, Culture and Social Interaction 25, pages 100404.
Crossref
Janina Klemm, Pamela Flores, Beate Sodian & Birgit J. Neuhaus. (2020) Scientific Reasoning in Biology – the Impact of Domain-General and Domain-Specific Concepts on Children’s Observation Competency. Frontiers in Psychology 11.
Crossref
Laura Zangori & Rachel J. Pinnow. (2019) Positioning participation in the NGSS era: What counts as success?. Journal of Research in Science Teaching 57:4, pages 623-648.
Crossref
Anu Kajamaa, Kristiina Kumpulainen & Helmi‐Riikka Olkinuora. (2019) Teacher interventions in students’ collaborative work in a technology‐rich educational makerspace. British Journal of Educational Technology 51:2, pages 371-386.
Crossref
Paul Warwick, Victoria Cook, Maria Vrikki, Louis Major & Ingvill Rasmussen. (2020) Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms. Learning, Culture and Social Interaction 24, pages 100376.
Crossref
Sylvia Rojas-Drummond, María José Barrera Olmedo, Ivonne Hernández Cruz & Maricela Vélez Espinosa. (2020) Dialogic interactions, co-regulation and the appropriation of text composition abilities in primary school children. Learning, Culture and Social Interaction 24, pages 100354.
Crossref
Maree J. Davies & Simon Esling. (2020) The use of Quality Talk to foster critical thinking in a low socio-economic secondary Geography classroom. The Australian Journal of Language and Literacy 43:1, pages 109-122.
Crossref
Jo Inge Johansen Frøytlog & Ingvill Rasmussen. (2020) The distribution and productivity of whole-class dialogues: Exploring the potential of microblogging. International Journal of Educational Research 99, pages 101501.
Crossref
Yu Song, Tianyong Hao, Zhinan Liu & Zixin Lan. 2020. Emerging Technologies for Education. Emerging Technologies for Education 226 236 .
Carla C. Johnson, Toni A. Sondergeld & Janet B. Walton. (2019) A Study of the Implementation of Formative Assessment in Three Large Urban Districts. American Educational Research Journal 56:6, pages 2408-2438.
Crossref
Peter Johnston. (2019) Talking Children Into Literacy: Once More, With Feeling. Literacy Research: Theory, Method, and Practice 68:1, pages 64-85.
Crossref

Displaying 200 of 389 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.