Teacher questioning in science classrooms: Approaches that stimulate productive thinking

By Christine Chin. 2006

639 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/147c78b29d949afd0a2981d7412528d3f0a51116

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “Chin (2006, 2007) contended that teacher roles of questioning are a key factor of dialogic interaction in argumentative practice, and different roles serve different functions for promoting students’ conceptual understanding and ownership of learning in science.”
Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science (2013, positive): “Providing students with opportunities to verbally express their ideas can provide teachers with critical information about student reasoning and understanding to inform instructional adjustment to support student cognitive growth (Chin 2007).”
Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom (2013, methodology): “resolve inconsistent views, construct relevant relationships and provide a setting for active student inquiry (Chin, 2007; Erdogan & Campbell, 2008; Yip, 2004; van Zee, Iwasyk, Kurose, Simpson, & Wild, 2001).”
Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development (2011, background): “Much of the research on classroom discourse and PBL discourse has emphasized that instructors should ask open-ended questions to promote productive discussion (Chin, 2007; Hmelo-Silver & Barrows, 2008; van Zee, Iwasyk, Kurose, Simpson, & Wild, 2001).”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “…few diagnostic questions that are posed have also been found to be of low quality; that is, they only elicit claims of understanding (e.g., “I TEACHER SCAFFOLDING IN SMALL-GROUP WORK 603 get it”; Wittwer et al., 2010) or low-level factual recall (Chin, 2007; Morrison & Lederman, 2003; Roth, 1996).”
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “For instance, although the forms of teacher questioning discussed in Chin (2007) mainly dovetail with the themes, they also include verbal jigsaws, which relate to the use of subjectspecific technical terms.”
Correlates of intellectual risk taking in elementary school science (2009, neutral): “…Erduran, Osborne, & Simon, 2008), an over-reliance on authoritative (as opposed to dialogic) discourse during teacher-student interactions (Chin, 2007); and non-responsive teaching and assessment practices (underwritten by limited views of students’ prior knowledge) that have carried…”
Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015, result): “It seems that in teaching math and science subjects, there is often some focus on developing knowledge for domain-specific problem solving. The process of developing problemsolving schemata requires both deep and shallow engagement. The deep is related to the underlying structure of the domain (theo”