Understanding compatibilities and inconsistencies between science teachers’ professed beliefs and practices about question-asking in science lessons
Bibliographic Data
| ID | 9894833 |
|---|---|
| Authors | Yilmaz Soysal (0000-0003-1352-8421, Hacettepe University, corresponding author) |
| Year | 2026 |
| Volume | 54 |
| Issue | 1 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Instructional Science (JOURNAL) |
| Journal identifiers | ISSN: 0020-4277 • E-ISSN: 1573-1952 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11251-025-09770-3 |
| OpenAlex | W7117455344 |
| Language | EN |
| References cited | 61 |
Cognition · Contingency · Discourse analysis · Educational psychology · Educational research · Qualitative research · Reflective thinking · Science education · Triangulation · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Science Education and Pedagogy
Mathematics Teacher Noticing
The tension between authoritative and dialogic discourse
An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm
The influence of video clubs on teachers’ thinking and practice
Teacher questioning in science classrooms
Interrater reliability
Reframing reflective practices
An analysis of the forms of teacher-student dialogue that are most productive for learning
Talking Science
Science Teachers’ Challenging Questions for Encouraging Students to Think and Speak in Novel Ways
Teacher-as-researcher
Students’ question asking process
Changes in teachers' beliefs
From bias to sound intuiting
Coding classroom dialogue
Developing a coding scheme for analysing classroom dialogue across educational contexts
Teaching for the 21st century
Questioning as an instructional method
Teacher professional development as a means of transforming student classroom talk
Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms
A case study of a transition to dialogic teaching as a process of gradual change
Developing dialogic teaching
Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions
A Revision of Bloom's Taxonomy
Exploring Science Teacher Questions' Influence on the Students' Talk Productivity
| Citation velocity | historical |
|---|---|
| Highly cited | No |