Guiding Students towards Sensemaking: Teacher Questions Focused on Integrating Scientific Practices with Science Content

Autor/inn/en	Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan
Titel	Guiding Students towards Sensemaking: Teacher Questions Focused on Integrating Scientific Practices with Science Content
Quelle	In: International Journal of Science Education, 39 (2017) 15, S.1977-2001 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kademian, Sylvie M.) ORCID (Davis, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1366674
Schlagwörter	Science Instruction; Elementary School Students; Units of Study; Inquiry; Teaching Methods; Scientific Concepts; Naming; Observation; Evidence; Scientific Research; Questioning Techniques; Course Content; Teacher Student Relationship; Elementary School Teachers; Discourse Analysis; Qualitative Research; Case Studies; Quasiexperimental Design; Grade 4; Video Technology + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lerneinheit; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Evidenz; Befragungstechnik; Fragetechnik; Kursprogramm; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Qualitative Forschung; Case study; Fallstudie; Case Study; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01