Research in science education showed the importance of studies about discourse in the classroom to understand the processes of teaching and learning. The aim of this study is to analyze the discursive interactions that have arisen in a small group of high school students during an inquiry-based activity on determining the acceleration of gravity. We present the theoretical framework used in the research, the inquiry- based activity proposed to the class and the experimental technique used by students to carry out the experiment. The analysis of the speeches of one students' group revealed the presence of both cumulative and exploratory conversation among them. Besides, basic information questions and wonderment questions were identified in the students' discourse. These wonderment questions had an important contribution to the solution of the problem and they were made by the students who had little participation in the discussion, which indicates the role these students may have to solve inquiry-based problems with their peers.
Discursive interaction; small group; inquiry-based activity.