抄録
This paper investigates the classroom practices supportive for nurturing independent science learners by analyzing two main elements of the lesson i.e. Questioning and Teacher Talk (TT) as teaching skill. For the data used in the study, the results showed that questions asked were of higher level and probing by type, while Teacher Talk was mainly focused on mediating student's observation and connecting varying thought held by the students. Thus the learners who have independent view of science and construct knowledge for them are produced.
