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

内容相关和兴趣导向的学生问题对个人学习过程的相关性是无可争议的，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，学生的问题代表了认知激活和建设性支持的一个可能的指标-这两者都是教学质量的关键。尽管学生提问在理论和教学上都有一定的价值，但在小学课堂上对学生提问的实证研究还很有限。从中学的研究结果来看，学生提出的问题的数量和质量都很低：学生很少提出与教师相反的问题，提出的问题大多是关于过程和组织的问题。教学质量和学生提问的中心维度之间的潜在相互关系尚未得到研究。计划中的观察性研究的目的是研究学生在小学科学课堂上的提问。由于一系列有益的问题为主导的概念和接近基本的主要原则在科学课堂上，重点将放在科学课在第三和第四年级。通过记录科学课堂中集中组织形式提问的数量、类型和水平，旨在为小学科学课堂中学生提问提供实证依据。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（认知和情感），认知激活以及教师的问题）和学生的提问之间的潜在相互关系的分析是中心的兴趣。收集的数据将用于确定预测（高质量）提问在小学课堂。方法是基于对小学科学课录像的定量观察（样本=140）。提出的问题的数量，类型和水平将被收集，而教学质量的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外，还进行了路径分析，以检验学生提问的可能预测因素。该项目旨在通过对以问题为中心的教学的规范性要求提供经验性见解，为教学质量的辩论做出贡献。所取得的成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.