Investigation of how Life Sciences teachers use discursive moves to establish a dialogic discourse when teaching cell cycle in Grade 10

This study investigated how Life Sciences teachers use discursive moves to establish a dialogic discourse when teaching the topic of the cell cycle in Grade 10 and the factors that influence the Life Sciences teachers’ use of these discursive moves. Socio-cultural theory was used as the main theoretical framework, and several constructs, such as teacher discursive moves from Tytler and Aranda’s (2015) and Mortimer and Scott’s (2003) frameworks of communicative approaches, were used as a conceptual framework. The study also employed multiple qualitative case studies; close-ended and open-ended questions were used to initiate a discussion. Data was collected through classroom observations (video data) and video-stimulated recall interviews (VSRIs). The video data was analysed both inductively and deductively using an established framework, and data from the VSRIs was analysed thematically.