Teachers' Use of Questioning in Supporting Learners Doing Science Investigations

Autor/in	Ramnarain, Umesh
Titel	Teachers' Use of Questioning in Supporting Learners Doing Science Investigations
Quelle	In: South African Journal of Education, 31 (2011) 1, S.91-101 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Questioning Techniques; Teaching Methods; Science Education; Grade 9; Qualitative Research; Interviews; Case Studies; Science Teachers; Natural Sciences; Investigations; Personal Autonomy; Student Centered Learning; Observation; South Africa + Suchen Sie Ihr Suchwort? Ausland; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; School year 09; 9. Schuljahr; Schuljahr 09; Qualitative Forschung; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaften; Untersuchung; Individuelle Autonomie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Beobachtung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating, to review and reconsider their planning, to rethink some of their actions when collecting data, to make sense of their data, and to revisit and amend their plan after generating incorrect findings. The significance of this study, in making explicit teacher questioning at the stages of the investigation, is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01