Teachers' discursive movements in the modelling-oriented science classroom

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Preimpresión, 23(1), marzo de 2026
Fundamentals and current research lines
1103
Published: 09-12-2025

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Abstract

This research explores science teachers' discursive practices in science modelling contexts, with an emphasis on discursive decision-making in the classroom and its effects on students' learning opportunities. To analyse these discursive processes, teachers' turns of speech when implementing tasks with modelling potential are characterised by means of a discourse analysis that includes the breakdown of dialogue according to their instructional modelling intention (familiarisation, discussion and consensus), as well as the classification of the types of modelling-oriented discursive interactions (validation, information, clarification, questioning and consolidation) of three chemistry teachers implementing the same task with low modelling potential. The results show the repertoire of linguistic movements used by teachers in the classroom that could serve as modelling-based and suggest the importance of teacher discourse in modifying (maintaining, improving or reducing) the modelling potential of the tasks they implement in the classroom.

Keywords

Instructional Modelling Google Schoolar
Talk moves Google Schoolar
Discursive practices Google Schoolar

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Supporting Agencies  

This research was funded by the grant programme of the Chilean National Research and Development Agency (Agencia Nacional de Investigación y Desarrollo: ANID) under Grant Doctorado Nacional 2021 number 21210524.

How to Cite

Cortés-Morales, A., Marzabal, A., & Couso, D. (2025). Teachers’ discursive movements in the modelling-oriented science classroom. Revista Eureka Sobre Enseñanza Y Divulgación De Las Ciencias, 23(1), 1103. Retrieved from https://revistas.uca.es/index.php/eureka/article/view/11896

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