Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom
Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom
复制标题
支架式科学讲座：教师提问在探究课堂中的作用
DOI：
10.1080/09500693.2011.604684
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发表时间：
2013
影响因子：
2.3
通讯作者：
J. Vijapurkar
中科院分区：
文献类型：
--
作者：
Aisha Kawalkar;J. Vijapurkar
教师在探究式课堂上的提问不仅能使学生的思维在课堂上清晰化，而且还能引导和支撑学生的思维。有几项研究分析了教师的提问及其类别;然而，人们感到需要进行细致的分析，特别是在探究式课堂上。本研究试图对教师在探究科学课堂中提出的各种各样的问题及其角色进行细致的分析，并以我们课堂上的小插曲为例。我们提出了一个连续的类型学教师的问题，从这个实证研究中出现，一个带来了他们的进展，在一个探究类。我们将它们与传统教学中提出的问题并列。通过教师的自我报告，我们还考察了他们的提问动机。这项工作导致对科学教学的复杂过程的特点作为一个调查，教师有兴趣走向更多的建构主义教学实践在他们的课堂上可能会发现有帮助的。
Teachers' questions in the inquiry classroom not only explore and make student thinking explicit in the class but also serve to guide and scaffold it. Several studies analysing teachers' questions and their categories have been reported; however the need for a fine-grained analysis has been felt, especially in the inquiry setting. This study attempts a fine-grained analysis of the rich variety of teachers' questions and their roles in an inquiry science classroom, which are illustrated with vignettes from our classes. We present a sequential typology of teachers' questions that emerged from this empirical study, one that brings out their progression in an inquiry class. We juxtapose them with the ones asked during traditional teaching. We also examine, through teachers' self-reports, their motivations for questioning. This work leads towards a characterisation of the complex process of teaching science as an inquiry that teachers interested in moving towards more constructivist teaching practices in their classrooms may find helpful.