There are two key categories of moves that drive interaction in science classrooms; initiating moves and rejoinders. Closed-ended initiating questions have always been associated with low student engagement and open-ended initiating questions with prolonged interaction in science classroom. In this paper, we report on a qualitative case study…

The purpose of this study was to investigate the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students' cognitive responses for argumentative practices over time. Teacher questioning is a pivotal contributing factor that shapes the role teachers play in promoting dialogic interaction in…