This study aimed to explore the interaction between teachers and young students in terms of their question and answer patterns during science lessons and to investigate whether this changes over the course of an intervention called ‘Language as a Tool for learning science’ (LaT). It also compared experienced teachers with novices. A total of 16 teachers—of which 8 experienced and 8 novice teachers—and their students participated in this study. The teachers’ utterances were coded with regard to the use of questioning strategies, and the students’ reasoning skills were categorized by the use of three types of scientific reasoning skills (observations, predictions, explanations). Consistent with a complex dynamic systems orientation, we analyzed the interactions among these dimensions by means of state space grids (SSG). The results showed that before the intervention, the teacher-student interaction often took the form of a relatively rigid pattern in which teachers did not ask questions and students did not respond with reasoning expressions. In the course of the LaT intervention, a richer repertoire and a greater amount of interactions emerged in which knowledge was “co-constructed” by means of open-ended questions of the teacher and reasoning by the students. The results also suggest that the patterns of experienced and novice teachers were quite similar to each other.

这项研究旨在探讨教师和青年学生在科学课上的问答方式之间的互动，并调查这种情况在称为“语言作为学习科学的工具”（LaT）的干预措施过程中是否发生了变化。它还将经验丰富的老师与新手进行了比较。共有16位老师（其中8位是经验丰富的老师和8位是新手老师）和他们的学生参加了这项研究。对教师的话语进行了提问方式的编码，并通过三种科学的推理技巧（观察，预测，解释）对学生的推理能力进行了分类。与复杂的动态系统方向一致，我们通过状态空间网格（SSG）分析了这些维度之间的相互作用。结果表明，在干预之前，师生互动通常采取相对僵化的形式，即老师不问问题，学生不对推理表达做出回应。在LaT干预的过程中，出现了更丰富的曲目和更多的交互方式，其中知识是通过教师的开放性问题和学生的推理“共同构建”的。结果还表明，经验丰富的教师和新手教师的模式非常相似。丰富的曲目和大量的互动出现了，其中知识是通过教师的开放式问题和学生的推理“共同构建”的。结果还表明，经验丰富的教师和新手教师的模式非常相似。丰富的曲目和更多的互动出现了，其中知识是通过教师的开放式问题和学生的推理“共同构建”的。结果还表明，经验丰富的教师和新手教师的模式非常相似。