From talk to networked reasoning: bridging inquiry discourse and epistemic patterns of investigation

Current elementary science education frequently prioritizes memorization over fostering scientific thinking, failing to fully leverage inquiry dialogues for mapping reasoning development. A research gap exists in understanding how elements like questioning and explanation dynamically interconnect within an epistemic structure. A qualitative study aims to bridge this gap by analyzing inquiry dialogue dynamics among elementary students in science learning rooted in local wisdom in Pekanbaru.

Why it matters

This research is strategically important because it seeks to enhance fundamental understanding of how scientific thinking develops in young learners. Improved methods for fostering and assessing interconnected reasoning skills can lead to more effective educational strategies and curricula, directly impacting the future workforce's capacity for critical thinking and problem-solving.

Key insights

• Elementary science learning often emphasizes memorization, underutilizing inquiry dialogues to develop and track scientific thinking.
• Existing research lacks comprehensive models for understanding how elements of scientific thinking, such as questioning, explanation, and reasoning, dynamically interlink into a visualizable epistemic structure.
• There is a recognized need to analyze the dynamics of inquiry dialogue to better understand the interconnectedness of scientific reasoning.
• A qualitative study is being conducted to address this gap by examining student inquiry dialogues in a specific local context.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1787467