Literaturnachweis - Detailanzeige
| Autor/inn/en | Yei, Chen-Jen; Wang, Kuo-Hua; Huang, Shih-Chieh |
|---|---|
| Titel | A Comparative Study on the Use of Questioning Strategies between Beginning Teacher and Experienced Teacher. |
| Quelle | (1998), (23 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Beginning Teachers; Biology; Classroom Environment; Educational Strategies; Foreign Countries; Learning Theories; Questioning Techniques; Science Teachers; Secondary Education; Teacher Student Relationship; Theory Practice Relationship Junior teacher; Junglehrer; Biologie; Klassenklima; Unterrichtsklima; Lehrstrategie; Ausland; Learning theory; Lerntheorie; Befragungstechnik; Fragetechnik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung |
| Abstract | This study investigates the types and proportions of various types of questions that junior high school biology teachers use during classroom instruction. A beginning teacher's adoption of questioning strategies is also compared with those of experienced teachers. A beginning biology teacher and two experienced teachers participated in the study. Data collection consisted of classroom observation, videotaping, documents, and formal and informal interviews. Results indicate that the types and proportions of questions used by the teachers are somewhat affected by their models of teaching and the stages of instruction. The beginning teacher differed from the experienced teachers with regard to the questioning strategies adopted. The findings suggest that not only can the generative learning model be a useful framework to help science teachers form various types of questions, but it can also be used to improve a teacher's questioning strategy. Contains 25 references. (DDR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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