Promoting Thinking, Problem-Solving and Reasoning during Small Group Discussions

Autor/in	Gillies, Robyn M.
Titel	Promoting Thinking, Problem-Solving and Reasoning during Small Group Discussions
Quelle	In: Teachers and Teaching: Theory and Practice, 17 (2011) 1, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Group Discussion; Problem Solving; Teaching Methods; Small Group Instruction; Thinking Skills; Logical Thinking; Questioning Techniques; Metacognition; Social Studies; Grade 5; Grade 3; Elementary Schools; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Gruppendiskussion; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Befragungstechnik; Fragetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gemeinschaftskunde; School year 05; 5. Schuljahr; Schuljahr 05; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Grundschule; Volksschule; Ausland; Australien
Abstract	The study reports on the types of questioning strategies teachers use to promote thinking, problem-solving and reasoning during small group discussions. The study also reports on the types of discourses students use to problem-solve and reason during their small group discussions. An audiotape of one class lesson from the three teachers included in the study and a sample of a small group discussion from each classroom were collected and fully transcribed. The results show that the teachers used a variety of questioning strategies, ranging from those that challenged children's perspectives to those higher-level questions that required children to provide reasons, make connections and think metacognitively. In turn, the children appropriated many of these ways of thinking and talking and used them in their interactions with each other. The study shows that if teachers want to encourage children to engage in higher-level thinking and talking then they need to explicitly guide and scaffold these discourse patterns in their interactions with their students. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10