Abstract
Classroom talk holds vast learning potential for meaning making processes in science
classrooms. However, researchers observe that utilization of its’ learning potential in
science classrooms has been somewhat neglected. This research investigated various
purposes of teachers’ discourse moves essential for orchestrating dialogic discourse in
secondary science classroom settings using multiple case study research design. A finegrained
analysis of the purposes of the teachers’ discourse moves was done using a
coding scheme developed for the study. Implications are drawn for both science teachers
and teacher-educators by identifying appropriate repertoire of strategies facilitating
teachers to position themselves as ‘enablers of talk for thinking’ (Chin, 2006).