Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation

Autor/inn/en	Chen, Ying-Chih; Hand, Brian; Norton-Meier, Lori
Titel	Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation
Quelle	In: Research in Science Education, 47 (2017) 2, S.373-405 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-015-9506-6
Schlagwörter	Elementary School Teachers; Teacher Role; Questioning Techniques; Elementary School Science; Science Instruction; Cognitive Processes; Difficulty Level; Persuasive Discourse; Scaffolding (Teaching Technique); Classroom Communication; Case Studies; Followup Studies; Faculty Development; Active Learning; Inquiry; Primary Education; Grounded Theory + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Befragungstechnik; Fragetechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Persuasion; Persuasive Kommunikation; Klassengespräch; Case study; Fallstudie; Case Study; Follow-up studies; Kontaktstudium; Aktives Lernen; Primarbereich
Abstract	The purpose of this study was to investigate the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students' cognitive responses for argumentative practices over time. Teacher questioning is a pivotal contributing factor that shapes the role teachers play in promoting dialogic interaction in argumentative practice and that different roles serve different functions for promoting students' conceptual understanding. The multiple-case study was designed as a follow-up study after a 4-year professional development program that emphasized an argument-based inquiry approach. Data sources included 30 lessons focusing on whole class discussion from three early elementary teachers' classes. Data were analyzed through two approaches: (1) constant comparative method and (2) enumerative approach. This study conceptualized four critical roles of teacher questioning--dispenser, moderator, coach, and participant--in light of the ownership of ideas and activities. The findings revealed two salient changes in teachers' use of questions and the relationships between teachers' question-asking and students' cognitive responses: (1) teachers increasingly used multiple roles in establishing argumentative discourse as they persistently implemented an argument-based inquiry approach, and (2) as teachers used multiple roles in establishing patterns of questioning and framing classroom interactions, higher levels of student cognitive responses were promoted. This study suggests that an essential component of teacher professional development should include the study of the various roles that teachers can play when questioning for establishing dialogic interaction in argumentation and that this development should consist of ongoing training with systematic support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01