This study aimed to identify the forms of classroom dialogue in synchronous science classes through google meet application in grades (5-8), and to know the difficulties that hinder effective classroom dialogue in synchronous science classes from the point of view of science teachers. The study used a descriptive approach, and the sample consisted of 10 science teachers. To achieve the study's aims, the class observation card was used to analyze the forms of classroom dialogue, and a group of specialized judges verified the validity of the study instrument. The instrument's reliability was examined by calculating inter-rater agreement between two observations according to Cooper's equation, which was found to be 84%, which is an educationally acceptable percentage. The study results showed that science teachers frequently used whole dialogue in science classes compared to non-whole dialogue. The teacher thinking through ideas with students had a higher relative weight than other forms of the whole dialogue. In addition, the results indicated the lack of students only talking in science classes. Science teachers use individual activities more than they use dialogue in group activities. Also, the results showed that some difficulties might hinder the activation of classroom dialogue in synchronous science classes from their points of view, such as technical difficulties and difficulties related to teacher, students, and curriculum. In light of the previous results, the study recommends the necessity of providing training courses for teachers to familiarize them with the technical programs. That would enable them to activate the non-whole dialogue in synchronous science classes and hold training workshops for science teachers to introduce them to the importance of students' dialogue with each other and ways to activate it in science classes. The study suggests conducting a study on ways to activate forms of classroom dialogue using technical applications and their impact on students' academic achievement and conducting experimental research on the effectiveness of the google meet application in activating classroom dialogue in science classes.