The Role of Questions in the Science Classroom--How Girls and Boys Respond to Teachers' Questions

Autor/inn/en	Eliasson, Nina; Karlsson, Karl Göran; Sørensen, Helene
Titel	The Role of Questions in the Science Classroom--How Girls and Boys Respond to Teachers' Questions
Quelle	In: International Journal of Science Education, 39 (2017) 4, S.433-452 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1289420
Schlagwörter	Foreign Countries; Science Education; Science Instruction; Science Teachers; Questioning Techniques; Classroom Communication; Gender Differences; Responses; Scientific Attitudes; Video Technology; Observation; Equal Education; Data Analysis; Teacher Student Relationship; Secondary School Students; Secondary School Science; Sweden + Suchen Sie Ihr Suchwort? Ausland; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Befragungstechnik; Fragetechnik; Klassengespräch; Geschlechterkonflikt; Beobachtung; Auswertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Schweden
Abstract	The purpose of this study was to explore (a) to what extent male and female science teachers pose different types of questions and (b) if the type of science question posed influences the extent to which boys or girls respond to them. Transcripts of the teacher-student interaction in a whole-class situation were analysed, with attention paid to interactions that involved science questions. Closed and open questions were used. Results revealed that the percentage of closed questions posed corresponded to 87%. Results show that teachers mainly use closed questions, and responses from boys to closed questions are in the majority regardless of if the question is posed by a female teacher (56%) or a male teacher (64%). Both categories of closed questions are mainly considered lower order questions that do not facilitate higher cognitive levels in students. Thus, a direct consequence of an excessive use of this type of questions may be that both boys and girls will be given less opportunities to practise their ability to talk about science. Less access to general classroom interaction may also affect girls' attitudes to science in a negative way which could ultimately hamper the recruitment of girls to higher scientific studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01