The meaning of student inquiry questions: A teacher's beliefs and responses

By Charles Rop. 2002

92 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/7062b9093a506bde234f779c49f6a61a206876d0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jonathan Osborne
2. David M. Hammer
3. Christine Chin
4. Hsin-Kai Wu
5. Joseph Krajcik
6. C. Hsieh
7. T. Campbell
8. Ibrahim Erdogan

In Education

1. David M. Hammer
2. Jonathan Osborne
3. Christine Chin
4. Hsin-Kai Wu
5. Joseph Krajcik
6. C. Hsieh
7. D. Levin
8. Janet Coffey

In General Agricultural and Biological Sciences

1. Joseph Krajcik
2. C. Hsieh
3. David M. Hammer
4. Jonathan Osborne
5. Hsin-Kai Wu
6. T. Campbell
7. Christine Chin
8. Ibrahim Erdogan

Citations in the corpus

• Students' questions: a potential resource for teaching and learning science (2008, background): “Rop’s (2002) ethnographic study of a high school chemistry teacher’s responses to ‘student inquiry questions’ (defined as thoughtful, content-related and driven by curiosity) found that such questions held both positive and negative meanings for the teacher.”
• Novice Teachers' Attention to Student Thinking (2009, background): “…reform priorities, standards and assessments, local professional communities and their tools, and institutionalized norms of student and teacher relationships (Coburn, 2004; Cohen, 1990; Herbst, 2003; Jenkins, 2000; McLaughlin & Talbert, 2001; Rop, 2002; Settlage & Meadows, 2002; Siskin, 1990).”
• Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments (2006, background): “One factor that could affect students’ development of inquiry skills is teachers’ instruction (Eick & Reed, 2002; Rop, 2002).”
• Teacher Questioning and Interaction Patterns in Classrooms Facilitated with Differing Levels of Constructivist Teaching Practices (2008, background): “While much research is available in current science education literature investigating student questions in science classrooms (Cuccio-Schirripa & Steiner, 2000; Harper, Etkina, & Lin, 2003; March-Ad & Sokolove, 2000; Rop, 2002), there exists a more limited amount of literature investigating teacher”
• Inscriptional Practices in Two Inquiry-Based Classrooms: A Case Study of Seventh Graders' Use of Data Tables and Graphs. (2006, background): “However, open inquiry is intellectually challenging for learners and difficult for teachers to manage (Blumenfeld, Krajcik, Marx, & Soloway, 1994; Crawford, 1999; Rop, 2002 ).”