Questioning
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Student and teacher questioning during conversations about science
Journal of Research in Science Teaching, Vol. 38, Issue: 2, February 2001. pp. 159 - 190
van Zee, Emily H.; Iwasyk, Marletta; Kurose, Akiko; Simpson, Dorothy; Wild, Judy
This paper summarizes case studies developed by a group of collaborating educators. We investigated ways of speaking that encourage students to (a) formulate insightful questions about science topics and (b) express their own ideas during reflective discussions. The authors include elementary, high school, and college faculty. Subject-matter contexts included phases of the moon, motion, electricity, light, and waves. In developing case studies, we documented and interpreted student and teacher…
What Does it Mean to Question?
Interchange, Vol. 36, Issue: 4, October 2005. pp. 405 - 430
BĂ©rci, Margaret E.; Griffith, Bryant
The purpose of this paper is two fold: first, to tease out the meaning inherent in the correlativity of the question and answer process and second, to suggest a philosophical answer to the question, “What does it mean to question?” in the context of teacher education. To that end, we want to claim that R.G. Collingwood’s “ Logic of Question and Answer” is a valuable tool in filling the gap in scholarship concerning the art of questioning. While research into the activity of teaching…
Teaching Young Children Science: Three Key Points
Early Childhood Education Journal, Vol. 33, Issue: 6, June 2006. pp. 419 - 423
Yoon, Jiyoon; Onchwari, Jacqueline Ariri
Many early childhood teachers report lacking confidence to teach science. Today, science education is defined as “doing science”, as opposed to memorization of facts (Seefeldt and Galper, 2002). This paper discusses developmentally appropriate practices in the context of teaching science. Knowledge of child development, individual differences and the role of children’s socio-cultural context are explicitly discussed. The use of questioning and the 5 Es…
Questioning skills facilitate online synchronous discussions
Journal of Computer Assisted Learning, Vol. 21, Issue: 4, August 2005. pp. 303-313
Wang, C-H.
Abstract The results of this study show that effective questioning skills increase student intellectual moves that, in turn, facilitate the process of knowledge construction in online synchronous discussion (OSD). The open-ended questions elicited multiple perspectives by promoting student participation, while OSD enabled them to share and debate multiple perspectives simultaneously without worrying about interrupting the flow of a conversation that had moved on. Furthermore…
Using Socratic Questioning to Promote Critical Thinking Skills Through Asynchronous Discussion Forums in Distance Learning Environments
The American Journal of Distance Education, Vol. 19, Issue: 3, September 2005. pp. 163-181
Yang, Ya-Ting C.; Newby, Timothy J.; Bill, Robert L.
This study investigated the effects of using Socratic questioning to enhance students' critical thinking (CT) skills in asynchronous discussion forums (ADF) in university-level distance learning courses. The research effort empirically examined two coherent subjects: (a) the efficacy of teaching and modeling Socratic questioning for developing students' CT skills in ADF and (b) the persistence of students' CT skills following the teaching and modeling of Socratic questioning in the ADF. The…
Learning to Question: Categories of Questioning Used by Preservice Teachers During Diagnostic Mathematics Interviews
Journal of Mathematics Teacher Education, Vol. 5, Issue: 4, 2002. pp. 293-315
Moyer, Patricia S.; Milewicz, Elizabeth
Developing appropriate questioning techniques is an important part of mathematics teaching and assessment. This study examined the questioning strategies used by 48 preservice teachers during one-on-one diagnostic mathematics interviews with children. Each participant conducted an audiotaped interview with one child, followed by an analysis and reflection of the interview. Data were analyzed to develop general categories of questions used by the preservice teachers. These categories included…
Urban African-American middle school science students: Does standards-based teaching make a difference?
Journal of Research in Science Teaching, Vol. 37, Issue: 9, November 2000. pp. 1019 - 1041
Kahle, Jane Butler; Meece, Judith; Scantlebury, Kathryn
The current reform movement in science education promotes standards-based teaching, including the use of inquiry, problem solving, and open-ended questioning, to improve student achievement. This study examines the influence of standards-based teaching practices on the achievement of urban, African-American, middle school science students. Science classes of teachers who had participated in the professional development (n = 8) of Ohio's statewide systemic initiative (SSI) were matched with…
WEBSITES
http://www.cdtl.nus.edu.sg/Ideas/iot2.htm
Professors Wang and Ong give helpful tips for teachers in their short article entitled, Questioning Techniques for Active Learning. http://www.nwrel.org/scpd/sirs/3/cu5.html
Cotton’s work, Classroom Questioning, maintains that questioning ranks second to lecturing as the most popular teaching method. She summarizes research on the use of questions to facilitate students’ learning and gives helpful tips on the effective use of this technique. http://www.benchmarkeducation.com/
This site contains three short essays related to questioning – questioning and answering, the Socratic method, and question models. http://www.londongt.org/teacherTools/index.php?page=questioningTechniques
This site has a long list of teacher tools and an extensive bibliography about the use of questions and techniques related to questioning. Includes a slide show with sound.
http://www.narst.org/publications/research/discuss.cfm
This site contains the text of a short article, Using Research to Improve the Quality of Classroom Discussions, by J. N. Swift, C. T. Gooding, and P. R. Swift, whose work has focused on classroom communications/discussion and teachers’ questioning techniques. Teachers working with their research project perceived their involvement as vital to their continuing growth as teachers.
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