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Managing classroom discussions that maximise learning through the phases of inquiry in primary science requires a rich repertoire of teacher knowledge and skills. Twelve teachers participated in a professional learning program focussed on building teachers' knowledge, confidence and self-efficacy for managing classroom discourse and using puppets to engage students in discussions. The teachers developed sophisticated understandings about the role of discussion in supporting learning and made significant gains in confidence and self-efficacy for managing classroom discussions. Following the professional learning intervention, the teachers asked more open questions eliciting students' ideas and explanations, increased the proportion of student talk in discussions and the number of elaborated utterances made by students. (Contains 6 tables and 3 figures.)

A key principle of inquiry-based science education is that the process of inquiry must include opportunities for the exploration of questions and ideas, as well as reasoning with ideas and evidence. Teaching and learning Science therefore involves teachers managing a discourse that supports inquiry and students engaging in talk that facilitates their learning. This article outlines the role of talk in science learning, distinguishes between types of discourse, argues that types of talk need to be matched to phases of scientific inquiry, and develops a pedagogical framework that supports a discourse of inquiry. (Contains 4 figures.)