Exploring Science Teacher Questions' Influence on the Students' Talk Productivity
A Classroom Discourse Analysis Approach
Bibliographic Data
| ID | 4182282 |
|---|---|
| Authors | Yilmaz Soysal (0000-0003-1352-8421, Istanbul Aydın University, corresponding author), Somayyeh Soysal (Istanbul Aydın University) |
| Year | 2022 |
| Volume | 12 |
| Issue | 2 |
| Publication date | 2022-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440221102433 |
| OpenAlex | W4281767595 |
| Language | EN |
| Citations received | 6 |
| References cited | 71 |
It is still less known how teachers organize classroom dialog to foster intellectual contributions to classroom talks. The current study developed a coding scheme to clarify science teacher questions and identify how different questions affect students' talk productivity. The participants were 28 fifth-grade students and a science teacher who conducted argument-based implementations. The verbatim transcriptions were analyzed through a systematic observation approach. The teacher elaborated on the students' background reasoning in a metacognitive learning setting. In addition, the teacher assigned the students as co-evaluators of the credibility of the presented ideas. The teacher invited the students to re-consider their ideas' explanatory power by displaying discrepant questions. Moreover, the students had to propose justified claims once they were requested to support their propositions with ample and proper data. The teacher used his questions to guide the students to handle basic process skills and make inferences regarding natural phenomena under consideration. The legitimating, discrepant, and justified talk questions fostered the students' talk productivity than the eliciting, metatalk, process skills, and inference questions. Recommendations are offered around the teacher noticing term regarding the relationship between questions asked in science classrooms and students' talk productivity
Cognition · Credibility · Dialog box · Mathematics education · Metacognition · Pedagogy · Productivity · Science education · Sociology · Teaching method · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
Affording critical thinking through text-based reading comprehension questions
Exploring the relationship between teacher talk supports and student engagement from the perspective of students’ perceived care
Exploring science teachers’ questioning patterns for learning support through a computational grounded theory approach
Estimating Epistemic Practices Loads in Elementary and Middle School Science Curricula
Analysis of Conceptions and Beliefs, Argumentative Teaching Practices, and Reflection of University Teachers’
Understanding compatibilities and inconsistencies between science teachers’ professed beliefs and practices about question-asking in science lessons
Mathematics Teacher Noticing
Argument to Foster Scientific Literacy
Classroom Interaction in Science
Framing for scientific argumentation
The Seeds of Time
Professional Development and Teacher Change
Student Thought and Classroom Language
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
Students' questions
Disciplinary authority and accountability in scientific practice and learning
The study of talk between teachers and students, from the 1970s until the 2010s
Chapter 4
Classroom dialogue
Scientific discourse in three urban classrooms
Teacher questioning in science classrooms
Why Minimal Guidance During Instruction Does Not Work
Talking Science
Productive Classroom Dialogue as an Activity of Shared Thinking and Communicating
Studying teacher noticing
From moves to sequences
The New Teacher Education
The analysis of classroom talk
A sequential analysis of classroom discourse in Italian primary schools
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach
A Revision of Bloom's Taxonomy
| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |