Journal of Science Teacher Education

, Volume 21, Issue 2, pp 149–160 | Cite as

Creating Participatory Discourse for Teaching and Research in Early Childhood Science

  • Christina A. SiryEmail author
  • Diane E. Lang


This paper presents the results of a study conducted with second grade students and pre-service teachers. This study examined the possibilities for engaging children in critical discourse about their classroom science experiences. At the heart of this discussion lies the desire to provide a space for teachers and children to develop relationships and to explore the learning of science together. Themes that emerged include: (1) on-going, focused, critical dialogue between children and teachers supported children in developing agency in the classroom, and (2) on-going conversations created the opportunity for children to reveal their ways of knowing and developing interpretations of the practice of science.


Elementary science Cogenerative dialogue Early childhood science Critical discourse Shared responsibility 


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Copyright information

© Springer Science+Business Media, B.V. 2010

Authors and Affiliations

  1. 1.University of LuxembourgWalferdangeLuxembourg
  2. 2.Manhattanville CollegePurchaseUSA

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