Subject Content Knowledge and Teacher Talk in the Primary Science Classroom

Teachers of young children often teach subjects that were not strong in their own education. Some people argue that this does not matter. They say that teachers acquire the knowledge when they prepare their lessons. At the same time, certain kinds of oral discourse can improve learning. The science lessons of 50 elementary teachers were observed. The oral discourse of teachers with a significant amount of science in their own education was compared with that of teachers without that background. Those with a science background tended to ask more subject-relevant questions and more causal questions than those without. A way of helping teachers manage subject knowledge is proposed.