Questions in the primary science classroom – a video-based observational study exploring students´ questions in terms of teaching quality

内容相关和兴趣引导的学生问题与个人学习过程的相关性是毋庸置疑的，被认为是以学生为中心的学习的基础。在当前的教育研究中，学生的问题是认知激活的一个可能的指标，也是建设性的支持--两者都是教学质量的关键。尽管从理论和教学的角度来看，学生提问是有价值的，但对小学课堂提问的实证研究却是有限的。从中学的研究成果来看，学生提问的数量和质量都很低：学生提出的问题很少，与教师相反的问题很少，提出的问题大多涉及过程和组织。教学质量的核心维度和学生提问之间的潜在相互关系尚未得到检验。这项计划中的观察性研究的目的是检查学生在小学科学课堂上的提问。由于科学课堂中有一系列有益的问题导向概念，而且接近基本的基本原则，因此重点将放在三年级和四年级的科学课程上。该项目通过记录科学课堂集中组织形式提问的数量、类型和水平，旨在为学生在小学科学课堂提问提供经验依据。除了描述性的视角，教学质量维度(课堂管理、建设性的学生支持(包括认知和情感)、认知激活和教师提问)与学生提问之间的潜在相互关系的分析也是最有意义的。收集的数据将被用来确定小学课堂上(高质量)提问的预测因素。该方法是基于对科学小学课堂录像的定量观察(样本=140)。将收集提出的问题的数量、类型和水平，同时将通过高度推理评级来检验教学质量的各个方面。除了描述性统计评估外，还进行了路径分析，以检验对学生提问的可能预测因素。该项目旨在通过回应以问题为中心的教学的规范性要求提供经验性的见解，为教学质量的辩论做出贡献。所取得的成果和结论为进一步的应用研究奠定了不可或缺的经验基础，例如，考虑在小学课堂中建立“提问文化”。

The relevance of content-related and interest-led students´ questions for individual learning processes is indisputable and regarded to be fundamental for student-centered learning. In current educational research, students' questions represent one possible indicator for cogni-tive activation as well as constructive support - both pivotal for teaching quality. Despite the value of students’ questions from a theoretical and didactical perspective, the empirical re-search on questioning within the primary classroom is limited. Deducing research results from secondary school both the quantity and quality of questions posed by students are rather low: Students ask few questions opposed to teachers and those questions raised are mostly with regards to process and organization. Potential interrelations between central dimensions of teaching quality and student questioning have not yet been examined. The objective of the planned observational study is to examine students' questioning in the primary science classroom. Due to the range of conducive question-led conceptions and the proximity to fundamental primary principles in the science classroom, the focus will be on science lessons in third and fourth grades. By recording the quantity, type and level of questions asked in centralized organizational forms in the science classroom, the project aims to provide an empirical basis for students' questioning in the primary science classroom. In addition to the descriptive perspective, the analysis of potential interrelations between teaching quality dimensions (classroom manage-ment, constructive student support (both cognitive and emotional), and cognitive activation as well as teachers´ questions) and students' questioning is of central interest. The data gathered will be used to identify predictors for (high-quality) questioning in the primary classroom. The methodical approach is based on quantitative observations of videotaped science prima-ry school lessons (sample=140). Quantity, type and level of questions posed will be gathered, while dimensions of teaching quality will be examined through highly inferential ratings. In ad-dition to descriptive statistics evaluations, path analyses are performed to examine possible predictors on students questioning. The project aims to make a contribution to the debate on teaching quality by providing empiri-cal insights in response to normative demands of question-centered teaching. The results and findings attained constitute an indispensable empirical basis for further applied research, e.g., considering the establishment of a “culture of questioning” in the primary classroom.