Teacher Questioning and Interaction Patterns in Classrooms Facilitated with Differing Levels of Constructivist Teaching Practices
By Ibrahim Erdogan, T. Campbell. 2008
126 citations recorded by the source corpus.
This research investigated the impact of teacher questions, question types, and interaction patterns that coincide with high and low levels of constructivist teaching practices. Through both quantitative and qualitative methods the findings revealed that teachers facilitating classrooms with high levels of constructivist teaching practices (HLCTP) were very active as they asked a significantly greater number of questions compared to teachers facilitating classrooms with low levels of constructivists teaching practices (LLCTP). In addition, teachers facilitating with HLCTP used a significantly greater number of open‐ended questions when compared with other types of questions (closed‐ended questions and task‐oriented questions). Closed‐ended questions were found in the HLCTP classrooms as teachers were concerned with focusing students on completing investigations, but open‐ended questions were more often found with the aim of promoting student actions attuned to knowledge construction.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/2c50aa13b7c54cdaaf44276168724bbf5f1906f1
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom (2013, methodology): “We summarise the characterisation and differentiation of these two modes of teaching in Table 1 based on the literature (Chin, 2007; Erdogan & Campbell, 2008; Marshall, Smart, & Horton, 2009; Scott, 1998) and our own observation; this table describes well the inquiry and direct instruction modes of…”
- Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “Cognitive educators have advocated the need for teachers to employ more open-ended questioning to promote higher levels of explanations for a specific concept in classroom discussions (Erdogan and Campbell 2008; Mercer and Littleton 2007; Oliveira 2010).”