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<p>In primary science education, structured inquiry and guided inquiry represent two distinct forms of scientific exploration. Guided inquiry is characterized by a&#xa0;high degree of learner autonomy, whereas structured inquiry follows a&#xa0;highly structured procedure with detailed instructions. Both approaches offer different opportunities for realizing domain-specific and domain-general speech acts, many of which involve the use of syntactically complex structures. This study examines which speech acts primary school students use during structured versus guided inquiry and how the syntactic complexity of their speech acts differs across both settings. A&#xa0;total of 164 primary school students from ten classes participated in two consecutive lessons on thermal isolation, one in a&#xa0;structured inquiry format and one in a&#xa0;guided inquiry format. All sessions were video-recorded, transcribed, and analyzed with a&#xa0;coding scheme. The most frequent speech act in both settings was naming/stating, while generalizations were rarely observed. Although structured inquiry prompted more task-related speech acts overall, guided inquiry elicited a&#xa0;higher proportion of correct statements in relation to the task-related speech acts. No significant differences in syntactic complexity were found in the first lesson; however, in the second lesson, speech acts during structured inquiry were significantly more complex compared to guided inquiry. Regression analyses showed that syntactic complexity in the second lesson was primarily predicted by complexity in the first lesson and children’s age. These findings underline the influence of structured and guided inquiry type on children’s language use and highlight its role in fostering academic language development in primary science education.</p>

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Sprachliches Handeln und syntaktische Komplexität beim Experimentieren und Laborieren im naturwissenschaftlichen Sachunterricht der Grundschule

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月7日

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  • Lukas Lazzara,
  • Alexandra Merkert,
  • Heide Sasse,
  • Anja Wildemann,
  • Miriam Leuchter

摘要

In primary science education, structured inquiry and guided inquiry represent two distinct forms of scientific exploration. Guided inquiry is characterized by a high degree of learner autonomy, whereas structured inquiry follows a highly structured procedure with detailed instructions. Both approaches offer different opportunities for realizing domain-specific and domain-general speech acts, many of which involve the use of syntactically complex structures. This study examines which speech acts primary school students use during structured versus guided inquiry and how the syntactic complexity of their speech acts differs across both settings. A total of 164 primary school students from ten classes participated in two consecutive lessons on thermal isolation, one in a structured inquiry format and one in a guided inquiry format. All sessions were video-recorded, transcribed, and analyzed with a coding scheme. The most frequent speech act in both settings was naming/stating, while generalizations were rarely observed. Although structured inquiry prompted more task-related speech acts overall, guided inquiry elicited a higher proportion of correct statements in relation to the task-related speech acts. No significant differences in syntactic complexity were found in the first lesson; however, in the second lesson, speech acts during structured inquiry were significantly more complex compared to guided inquiry. Regression analyses showed that syntactic complexity in the second lesson was primarily predicted by complexity in the first lesson and children’s age. These findings underline the influence of structured and guided inquiry type on children’s language use and highlight its role in fostering academic language development in primary science education.