Aspects of Teaching Secondary Science

Teacher Questioning and Interaction Patterns in Classrooms Facilitated with Differing Levels of Constructivist Teaching Practices

“…While Rothkopf's work did not focus specifically on teacher questions, it does provide a framework through which teacher questions can be viewed. Amos (2002) argues that teacher questions 'disrupt the flow of what is going on in the learners' mind' (p. 6) so that the learner's attention can be focused on instructional objectives. If used appropriately, teachers' questions can engage students in the vicinity of instructional objectives, help move instructional objects to the forefront of students' attention, and promote student translation and processing of instructional objectives.…”

Promoviendo la Formulación de Buenas Preguntas en la Clase de Biología en Secundaria: una propuesta didáctica a partir de situaciones problema

“…Por esto, es relevante que el profesorado formule preguntas que acerquen a los estudiantes a una comprensión de la naturaleza de la ciencia situada en buscar respuestas a las problemáticas que nos afectan en la actualidad (ROCA TORT, 2005), pues la capacidad que tengan los profesores de plantear buenas preguntas en las clases de biología impactará en los procesos cognitivos de los estudiantes con los que trabaja (CHIN;BROWN, 2002). Para clasificar los tipos de preguntas, se han levantado distintas propuestas de análisis, Amos (2002) agrupa las preguntas en abiertas y cerradas; Roca Tort, Márquez Bargalló y Sanmartí Puig (2013) definen como preguntas cerradas cuando sólo una respuesta es posible y correcta, y preguntas abiertas, si existen varias posibilidades de respuesta. Asimismo, Lawson (2002) presenta una propuesta basada en el trabajo de indagación, en donde releva los modelos teóricos de lo que observan y aprenden los estudiantes, en donde uso de las preguntas presenta como estrategia para trabajar dichas teorías (MÁRQUEZ BARGALLÓ; ROCA TORT, 2006).…”

Question classification taxonomies as guides to formulating questions for use in chemistry classrooms

“…However, in developing/structuring or formulating the questions needed for classroom discussions, the taxonomy provides little support. Teachers are clear with the kind of intentions they want to achieve as well as the desired actions from students, such as students being able to make connections, use factual knowledge and create new understanding among others (Amos, 2002;Eshach et al, 2014). However they fail to formulate such questions as required for achieving these intentions.…”

“…The idea of first considering teachers' purposes, intentions, justifying reasons and students expected or desired actions/behavior as put forward by Fraenkel is key to getting started with formulating and using good questions. Given that classroom teachers understand the important role of questions as key elements in the learning process (Amos, 2002;Eshach et al, 2014), the close connection between the functions of questions and teacher intentions for asking would provide a basis for formulating the appropriate question types. Fraenkel's conceptualization of what right questions are appears to focus on the situational adequacy of the questions rather than their structural formation.…”