Authoritative Questioning and Science Teaching in Saudi Arabian Context

Abstract

Abstract:This qualitative study reports on the features of two teachers' questioning practices when teaching density for grade-six science elementary students. By adapting IRE questioning framework, this paper investigated issues in relation to the use of questioning as formative assessment strategy. The data revealed that teachers used authoritative questions to keep classroom interactions focused on what they expected to hear. The questioning implementations showed that teachers were unaware of students' conceptual change. It also revealed that teachers employed scaffolding strategies that support their authority. Implications for science educators include the need to develop appropriate models for teacher-student interactions that consider student contributions and encourage more dialogic teaching.

Exploring teachers’ perceptions towards dialogic teaching in primary science classrooms in Saudi Arabia

“…Moreover, in their research Alfayez and Alshammari (2017) concluded that Saudi schools currently possess insufficient "educational dialogue practices, and thus a lack of opportunity for learners to express their opinions independently". Additionally, several studies during the last decade have found that teachers in Saudi Arabia typically use traditional teaching methods (Alanazi & Widin, 2018;Almuntasheri, 2015;Quamar, 2021).…”

“…Teachers are, therefore, often prevented from adopting questioning and inquiry strategies in science lessons (Alabdulkareem, 2017;Almuntasheri, 2015). As a result, it may be difficult to involve all students in an exchange and discussion of ideas in the limited time.…”