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

小学科学课堂中的问题——基于视频的观察研究，探讨学生在教学质量方面的问题

• 批准号: 517826327
• 负责人: Professor Dr. Thilo Kleickmann
• 金额: --
• 依托单位: AG 3 - Schultheorie mit dem Schwerpunkt Grund- und Förderschulen
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/517826327?language=en
• 关键词: Questions; primary; science; classroom; video

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.

与内容相关和以兴趣为导向的学生问题与个人学习过程的相关性是无可争议的，并且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，学生的问题代表了认知激活和建设性支持的一个可能指标——两者对于教学质量都至关重要。尽管从理论和教学的角度来看学生的问题很有价值，但对小学课堂提问的实证研究却很有限。从中学的研究结果来看，学生提出问题的数量和质量都相当低：学生提出的与教师相反的问题很少，而且提出的问题大多是关于过程和组织的。教学质量的核心维度与学生提问之间的潜在相互关系尚未得到检验。计划观察性研究的目的是检查学生在小学科学课堂上的提问。由于一系列有益的以问题为主导的概念以及接近科学课堂中的基本原理，重点将放在三年级和四年级的科学课程上。本项目旨在通过集中组织形式记录科学课堂提问的数量、类型和级别，为小学科学课堂学生提问提供实证依据。除了描述性视角之外，对教学质量维度（课堂管理、建设性学生支持（认知和情感）、认知激活以及教师问题）和学生提问之间潜在相互关系的分析也是核心兴趣。收集的数据将用于确定小学课堂（高质量）提问的预测因素。该方法基于对小学科学课程录像的定量观察（样本 = 140）。所提出问题的数量、类型和级别将被收集，同时教学质量的各个维度将通过高度推理的评级进行检查。除了描述性统计评估之外，还进行路径分析来检查学生提问的可能预测因素。该项目旨在通过提供经验见解来响应以问题为中心的教学的规范要求，为教学质量的辩论做出贡献。所获得的结果和发现构成了进一步应用研究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”。