Children’s exploratory talk: The role of verbal communication during construction

Abstract

The article presents the results of qualitative research aimed at recognizing the role of exploratory speech in the process of constructing and engaging in conceptual activity. The study involved 22 third-grade primary school students who were involved in designing, constructing and testing products for four months. The data was obtained through observations, photographic documentation and transcription of recorded dialogues. Two areas were analyzed, including interactions (communication in a group, negotiations, dialogues leading to problem solving, argumentation), as well as communication challenges (both vocabulary and communication style). The results of the analysis indicate the role of exploratory talk as a tool for building meanings supporting problem solving during construction. Conclusions may be important for educational practice and contribute to the promotion of students’ conceptual activity.