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Teacher questioning in science classrooms: What approaches stimulate productive thinking?
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Chin, C. (2006). Teacher questioning in science classrooms: What approaches stimulate productive thinking? In Y. J. Lee, A. L. Tan & B. T. Ho (Eds.), Proceedings of ISEC 2006 (pp. 183-192). Singapore: National Institute of Education.
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. Six teachers teaching secondary 1 science classes 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. In the analysis of classroom discourse, 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 productive 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.
This paper was presented at the International Science Education Conference (ISEC 2006), held in Singapore from 22 - 24 Nov 2006
Appears in Collections:Conference Papers

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