Presentation Session I

In middle school science classrooms, making sense of complex ideas depends on opportunities for students to discuss their thinking and share ideas with others. However, many students are unsure of their ideas or avoid speaking, which can limit their science learning. This study examines how turn-and-talk discussions support middle school students’ science learning. Grounded in Ambitious Science Teaching, this study explores how structured discussion supports students in making sense of science ideas in a seventh-grade classroom. Findings show that turn-and-talk discussions supported students in refining their thinking, developing stronger science explanations, and becoming more willing to share their ideas during discussion. These results suggest that discussion is a central part of how students make sense of science ideas and highlight the importance of intentionally structured discussion routines in supporting science learning.