Teacher practices of verbal support during a design project in the chemistry classroom

Abstract Design activities are gaining interest as rich contexts for learning science, technology, engineering, and mathematics (STEM) subjects. STEM teachers may find this challenging however, designing requires support that they not used to providing. In a subject like chemistry, would have balance creativity responsibility the students with concept safety in classroom. case study, we analyzed verbal interactions of three their during design classroom, aim understanding what talk about how chemistry designs. During lesson, worked on self-heating or self-cooling cup, while also performing experiments learn energy effects reactions. Such lesson reflects classroom could look like. We described topics about, revealing through several types feedback questions. found tasks more open, constructive, encouraging way than is concepts, which supported closed, clarifying, steering manner.