Examining the Type and Quality of Questions Asked by a Science Teacher

Autor/inn/en	Saka, Tolga; Inaltekin, Tufan
Titel	Examining the Type and Quality of Questions Asked by a Science Teacher
Quelle	In: Journal of Baltic Science Education, 22 (2023) 1, S.83-99 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Saka, Tolga) ORCID (Inaltekin, Tufan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Foreign Countries; Educational Quality; Science Teachers; Science Instruction; Questioning Techniques; Teaching Methods; Teacher Student Relationship; Physics; Pedagogical Content Knowledge; Learning Processes; Grade 5; Classroom Observation Techniques; Teacher Attitudes; Faculty Development; Turkey + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Physik; Pädagogische Kompetenz; Learning process; Lernprozess; School year 05; 5. Schuljahr; Schuljahr 05; Lehrerverhalten; Türkei
Abstract	Exploring science teachers' classroom assessment behaviors is a way to understand the professional knowledge competencies underlying effective teaching practices. One of the most important components of in-class assessments is teacher questions. However, studies examining teacher questions that provide support to accurately determine student learning and manage the lesson effectively are quite limited. This research presents a case study of a science teacher in Turkey regarding the question types and questioning proficiency in the teaching of 5th grade "Measurement of Force and Friction" and "Matter and Change". The data have been collected through course observations. The study used an observation evaluation protocol to analyze the video recordings taken from the science teacher's lectures. The results of this study showed that about half of the questions that the science teacher has asked in his class remain at a partially appropriate and inappropriate level, and that the teacher mostly prefers questions that aim to evaluate real information and summarize what is important in his courses. These results point to the need for professional development on a teacher's questioning practices. Therefore, it can be said that those who plan professional development programs for science teachers should consider efforts to improve teacher questioning practices. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01