Raising awareness of student teachers’ reflections on science conversations

This article investigates the reflective practices of student teachers on their science conversations with kindergarten children, analysing 15 transcriptions from 28 participants engaged in an educational design project. The project aimed to enhance their skills in emergent science communication with children aged three to six. They documented and reflected upon these interactions, submitting both transcriptions and reflection notes. The analysis of these transcriptions revealed that although they could partially evaluate their conversational strategies and identify barriers to exploration, they struggled to utilise and reflect upon open-ended questions and scientific knowledge meaningfully. This highlights the need for an enhanced understanding of how these elements influence exploratory conversations. The findings advocate video reflection as a valuable tool for professional development in facilitating engaging science discussions.