ABSTRACT

This chapter presents evidence and arguments for the value of children's talk in developing their understanding in science as well as for communicating ideas and information. Science provides interesting contexts and motivation for children to tell others about what they have found and to hear about what others have done. Yet the theoretical arguments and research evidence continue to build up a firm case for the importance of children thinking for themselves and for the key role of talk in enabling them to do so. The teacher is seeking certain answers and there is little encouragement for the children to reflect and make their own sense of what they are looking at. Young children find it difficult to entertain conflicting interpretations of evidence, but they make a start when helped to identify alternative reasons for observations. National curriculum documents make it clear that primary school children should be introduced to scientific vocabulary.