Analysis of Classroom Dialogue Sequence Characteristics in Primary School Science Lessons Under the Framework of Scientific Core Literacy

Classroom dialogue is essential for students’ knowledge construction, yet its effectiveness in primary science classrooms remains limited. This study applies learning analytics to analyze 758 minutes of exemplary lessons, identifying dialogue sequence patterns and high-quality interactions. Findings reveal that a **student-centered approach**, enhanced teacher-student interaction, dynamic dialogue, and optimized feedback foster effective classroom discourse. This study offers valuable guidance for improving primary science teaching and supporting students’ knowledge construction.