Classroom Interaction in Science: Teacher questioning and feedback to students’ responses

By Christine Chin. 2006

578 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ac64d04fbcabeb87157525bce74e3de3d832931f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher questioning in science classrooms: Approaches that stimulate productive thinking (2006, background): “In a previous related study (Chin, 2006), I identified four different types of feedback associated with the follow-upmove of the IRF pattern of discourse.”
Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science (2013, unknown): “Chin (2006) describes the notion of a ‘‘cognitive ladder’’ to scaffold student understanding by progressing from lower order to higher-order questioning.”
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.”
Understanding feedback: A learning theory perspective (2013, background): “…from social cultural theory: Brinko (1993), Chi (1996), Oliver (2000), Chi, Siler, Jeong, Yamauchi, and Hausmann (2001), Tuzi (2001), Ovando (2005), Chin (2006), Tang and Chow (2007), De Kleijn, Mainhard, Meijer, and Brekelmans (2009), Yeh and Lo (2009), Peterson (2009), Ackan and Tatar (2010),…”
Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development (2011, methodology): “teacher held beliefs that favored didactic teaching based on her own experience as a science learner as well as beliefs that embraced a hands-on approach for guiding her vision of science teaching. Moreover, Rousseau (2004) found that a group of high school teachers who avoided confronting the incon”
Quality of Instruction: Examining Discourse in Middle Schoo Mathematics Instruction (2008, background): “Teachers’ questions can serve to scaffold students’ thinking and lead students toward conceptual 381Volume 19 ✤ Number 3 ✤ Spring 2008 understanding through teacher-student discourse (Chin, 2006).”
Using Concept Cartoons in Formative Assessment: Scaffolding students’ argumentation (2009, background): “We see that the teacher made use of ‘responsive questioning’ (Chin, 2006) by responding to and building onto students’ earlier ideas to bring their thinking forward in a gradual step-wise manner.”
Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom (2013, methodology): “back step of the initiation–response–feedback (IRF) pattern of discourse is truly crucial for providing such support and as Wells (1993) points out, when used effectively, it initiates the next cycle of the learning-and-teaching spiral. Mortimer and Scott (2003) described how elaborative feedback fr”