The role of teacher questions in the chemistry classroom
| Autor: | Sofie Weiss Dohrn, Niels Bonderup Dohn |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Lærerprofession
020205 medical informatics Process (engineering) Teaching method Knowledge level 05 social sciences Higher-order thinking 050301 education 02 engineering and technology Grundskole Interactive learning environment Education Variety (cybernetics) Interpersonal relationship Chemistry (miscellaneous) Læring ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Mathematics education Undervisning Chemistry (relationship) Naturfag/scienceeducation Psychology 0503 education Fagdidaktik |
| Zdroj: | Dohrn, S W & Dohn, N B 2018, ' The role of teacher questions in the chemistry classroom ', Chemistry Education Research and Practice, vol. 19, no. 1, pp. 352-363 . https://doi.org/10.1039/C7RP00196G |
| Popis: | The purpose of this study was to investigate how a chemistry teacher's questions influence the classroom discourse. It presents a fine-grained analysis of the rich variety of one teacher's questions and the roles they play in an upper secondary chemistry classroom. The study identifies six different functions for the teacher's questions: Student Knowledge, Request, Monologic Discourse, Clarification, Relations and Interaction of Contexts. Overall, these questions create a safe and interactive learning environment. However, the questions are predominantly closed in form. As a result, the students become highly accomplished in recalling facts but have difficulties when higher order thinking is required. The findings suggest that an interactive classroom can be created by using many engaging teacher questions. The six different categories of questions promote the students’ learning process as it gives them authority and entitles them to speak and learn. |
| Databáze: | OpenAIRE |
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