Investigating discursive functions and potential cognitive demands of teacher questioning in the science classroom

Q2 Social Sciences

Learning: Research and Practice Pub Date : 2020-07-02 DOI:10.1080/23735082.2019.1575458

Y. Soysal

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引用次数: 15

Abstract

ABSTRACT This study presents an in-depth exploration of the types of discursive functions of teacher questioning and the potential cognitive correspondences embedded in the questioning. The participants were a science teacher and his class of 26 sixth-grade students who were engaged in an immersion science inquiry activity. The major data source was a video recording of the class that was analysed through systematic observation in two phases: coding and counting. Five higher-order categories (predicting, communicating, challenging, legitimising, and managing the discourse) and several sub-categories were abstracted for the discursive functions of teacher questioning. Particular discursive functions of teacher questioning attached to the specific potential cognitive demands embedded in the questioning are explored in detail according to the Bloomian taxonomy (i.e., predicting > understand; communicating > understand; challenging > evaluate; legitimising > evaluate; managing the discourse > analyse). From the data, recommendations were offered for science teachers, teacher educators, and the envisagement and implementation of professional development programmes centralising teacher questioning.

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科学课堂中教师提问的话语功能与潜在认知需求研究

摘要本研究深入探讨了教师提问的语篇功能类型以及隐含在提问中的潜在认知对应。参与者是一位科学老师和他的26名六年级学生，他们正在进行浸入式科学探究活动。主要数据来源是课堂录像，通过系统观察，分编码和计数两个阶段进行分析。五个高阶类别(预测、沟通、挑战、合法化和管理话语)和几个子类别被抽象为教师提问的话语功能。根据布卢姆分类法(即预测>理解;沟通>理解;挑战>评估;合法化>评价;管理话语>分析)。根据这些数据，为科学教师、教师教育工作者以及集中教师提问的专业发展计划的设想和实施提供了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning: Research and Practice Social Sciences-Education

CiteScore

3.10

自引率

0.00%

发文量