Student and teacher questioning during conversations about science

By E. V. Zee, M. Iwasyk, Akiko Kurose, Dorothy Simpson, J. Wild. 2001

242 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7fccfa0116e48276937e096941d2fce82fe523d1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms (2012, background): “Moreover, students often find it challenging to take an ill-formulated question posed at the outset of an inquiry and clarify or refine it to productively guide inquiry (Lehrer et al. 2002; van Zee et al. 2001).”
Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development (2011, background): “For facilitators who tend to follow up group members’ utterances frequently, it might be useful for them to “practice quietness” (van Zee et al., 2001), which includes three parts: a long wait time before jumping into the discussion, attentive silence while listening carefully, and reticence in…”
Understanding the Dialectical Relations Between Everyday Concepts and Scientific Concepts Within Play-Based Programs (2009, background): “Discourse analysis within some socioculturally inspired research designs with older children and adults has been shown to provide more contextually rich data when looking at thinking in science (Brown 2006; Hanrahan 2006; Kittloeson and Southland 2004; Shepardson and Britsch 2006; Van Zee et al. 20”
The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding (2004, background): “We have accrued a corpus of knowledge concerning effective discourse strategies (e.g., Hogan et al., 1999; Roth, 1995; van Zee, Iwasyk, Kurose, Simpson, & Wild, 2001 ) that are associated with modeling and scaffolding (Collins, Brown, & Newman, 1989) student inquiry.”
Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry (2007, background): “assessment practices in a manner not possible in studies that analyze conversation data from one teacher (Kelly & Crawford, 1997; Roth, 1996), across different grade levels ( van Zee, Iwasyk, Kurose, Simpson, & Wild, 2001 ), or in excerpts of short duration (Resnick, Salmon, Zeitz, Wathen, & Holowch”
Classroom Interaction in Science: Teacher questioning and feedback to students’ responses (2006, background): “van Zee and Minstrell (1997b) found that the teacher used reflective tosses to serve a series of subgoals.”
Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom (2013, background): “Out of the ways of speaking during science instruction described by van Zee et al. (2001), we found in this study that lectures and recitations were more in the traditional classes while guided discussions as well as student-generated discussions were characteristic of inquiry classes.”
Teacher Questioning and Interaction Patterns in Classrooms Facilitated with Differing Levels of Constructivist Teaching Practices (2008, background): “When considering how best to elicit students' ideas, a purpose for questions more aligned with constructive learning environments, van Zee, Iwasyk, Kurose, Simpson, and Wild ( 2001 ) found this achieved through teacher questions that helped students ‘clarify their meanings, explore various points of”