In recent years, classroom talks have been used in the literature with different names and aroused a great deal of research interest. When the relevant literature is reviewed, it is seen that different concepts have been used in studies focused on in-class talks in science classes. These are classroom discourse, classroom talk, dialogic teaching, classroom discussion, exploratory talk and productive talk. By using these six concepts, a search was conducted in Web of Science, Eric and Ulakbim database and National Thesis Centre to reach the related articles and theses published in the period of 2009-2019. The study is a systematic review including a total of 87 works. In the current study, these works were analyzed according to their distribution across the databases and publication years, study groups, study designs, data analysis methods, topics focused on and results. As a result of the study, it was found that 65% of these studies were published in Web of Science, 24% in Eric, 5% in Ulakbim and 6% in National Thesis Centre. The great majority of the studies were designed in line with qualitative research approach and science teachers and the students in their classes were mostly preferred as the study group. In the studies, video and discourse analyses were used to a large extent as the qualitative data analysis method. The most frequently researched topics in these studies are heat-temperature, density, sound, matter, astronomy/earth science, force and movement together with cell related subjects. The topics most frequently studied in the works published on socioscientific issues include environmental problems/renewable and non-renewable energy sources/power plants, evolution and GMOs. Also, findings related to the results of all these studies were presented.