Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking

Autor/in	Chin, Christine
Titel	Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 6, S.815-843 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20171
Schlagwörter	Grade 7; Teaching Methods; Semantics; Classrooms; Productive Thinking; English (Second Language); Questioning Techniques; Scaffolding (Teaching Technique); Science Instruction; Discourse Analysis; Science Teachers + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; Semantik; Classroom; Klassenraum; Produktives Denken; English as second language; English; Second Language; Englisch als Zweitsprache; Befragungstechnik; Fragetechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Diskursanalyse; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this study was to find out how teachers use questions in classroom discourse to scaffold student thinking and help students construct scientific knowledge. The study was conducted in large-class settings where the medium of instruction was English although the students were non-native speakers of the language. Six teachers teaching grade 7 science classes from four schools participated in the study. Thirty-six lessons covering a range of topics were observed across a variety of lesson structures such as expository teaching, whole-class discussions, and laboratory work. The lessons were audiotaped and videotaped. Verbal transcripts of classroom discourse were analyzed interpretively. Particular attention was paid to questioning exchanges that stimulated productive thinking in students, as manifested by their verbal responses. A framework was developed that included four questioning approaches adopted by the teachers. This included Socratic questioning, verbal jigsaw, semantic tapestry, and framing. This paper describes these various questioning approaches, their features, and the conditions under which they were used. It also discusses the implications of these approaches for instructional practice. The findings from this study have potential in translating research insights into practical advice for teachers regarding tactical moves in classroom discourse, and provide guidelines for teachers to increase their repertoire of questioning skills. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10