Abstract
This study intended to delve into productive classroom talk (PCT) typologies and sets of teacher discursive moves (TDMs) or talk moves supporting yielding dialogues in the context of teaching science. For this purpose, 67 studies were selected from a larger research pool and examined in a fine-grained manner. Five themes or indicators of the PCT were extracted. These are “clarity and intelligibility of the talks”, “critiques in the talk”, “accountability-justification-authority”, “intense discursively-oriented metacognitive activity” and “teacher as the discursive role model”. In addition, six sets of TDMs were extracted from the literature that are thought as supporting for the actualisation of a PCT indicator. These are communicating, challenging, evaluating-judging-critiquing, monitoring-framing, seeking for evidence and modelling-rehearsing aspects of processes of science. The relations between indicators of the PCT and supporting TDMs were reinterpreted by making concrete combinations and presenting in-class instances. Several recommendations were offered for science teachers and science teacher educator.
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