Kaya, GokhanSardag, MetinCakmakci, GultekinDogan, NihalIrez, SerhatYalaki, Yalcin2025-05-102025-05-1020161300-133710.15390/EB.2016.4852https://doi.org/10.15390/EB.2016.4852https://hdl.handle.net/20.500.14720/15085Yalaki, Yalcin/0000-0003-0939-4766; Kaya, Gokhan/0000-0003-4044-9243; Sardag, Metin/0000-0003-2162-8289This study aims to determine discourse patterns and communicative approaches utilised for teaching the nature of science (NOS) using an explicit-reflective approach. This study was conducted as part of a research project aiming to support teachers' classroom practices through a long-term professional development program focusing on teaching NOS. Discourse analysis was used to determine classroom discourse patterns and communicative approaches. Audio and video recordings of classroom lectures conducted by 8 of the 22 teachers participating in the project were used for analysis. A total of 505 minutes of teacher-student dialogue was recorded and subsequently analysed. The results indicated that teachers used three different discourse patterns (triadic, chain, and adjacency pair) and three different communicative approaches (interactive-dialogic, interactive-authoritative, and non-interactive-dialogic) for teaching NOS using the explicit-reflective approach. The most common discourse pattern was the triadic pattern (initiation-response-evaluation), and the interactive-authoritative approach was the most common communicative approach. These findings contribute to the literature in terms of increasing the efficiency of using the explicit-reflective approach by considering classroom discourse to teach students NOS.eninfo:eu-repo/semantics/openAccessNature Of ScienceScience EducationDiscourse AnalysisDiscourse PatternsCommunicative ApproachesArticle41185Q4Q38399WOS:000377907000006