Talking about Brine Shrimps: three ways of analysing pupil conversations

Abstract

We are interested in the ways in which pupil conversations can be analysed when pupils are introduced to a novel phenomenon. In this study, bottled ecosystems containing live brine shrimps (Artemia salina) were presented to groups of Tear 2 (6‐7 year old) and Tear 5 (9‐10 year old) children as a science topic. A total of 240 children's spontaneous conversations were audio‐recorded and subsequently transcribed and analysed using three different approaches: systemic networks, contexts of meaning and the approach of Cosgrove and Schaverien. These three methods provide information about the content of the pupils’ conversations in terms of the observations made, the ways in which pupils make sense of their observations through applying their previous knowledge and experience, and the ways in which pupils use conversations to deepen their understanding about the processes of science. This paper explores the results obtained from using these three approaches and discusses the advantages and limitations of each.