Overcoming Obstacles to the Formulation and Use of Questions in the Science Classroom: Analysis from a Teacher Reflection Workshop

Joglar, Carol; Rojas, Sandra Patricia Rojas

doi:10.1007/s11165-019-9857-5

Cited by 8 publications

(3 citation statements)

References 19 publications

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“…Los resultados sobre el diseño de preguntas investigables en el aula subrayan que su formulación supone un gran reto para el alumnado, incluyendo el alumnado de bachillerato y universidad que ha optado por estudios científico-tecnológicos (Ferrés-Gurt, 2017;Lombard y Schneider, 2013) y también para los docentes (Joglar y Rojas, 2019). Una de las dificultades más comunes apuntadas por la literatura es que las preguntas planteadas por el alumnado son habitualmente preguntas informativas, es decir, cuestiones que se centran en la búsqueda de información factual y/o procedimental (Chin y Osborne, 2008;Harlen, 2004).…”

Section: Las Preguntas Investigables En El Aula De Cienciasunclassified

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El diseño de preguntas investigables en el ciclo superior de primaria

Tena

Lagarón

2023

ensciencias

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El diseño de preguntas investigables es una destreza clave en la enseñanza y aprendizaje de las ciencias que debe fomentarse desde edades tempranas. Sin embargo, su desarrollo en las aulas de primaria no es común, y se plantea generalmente en el contexto de investigaciones totalmente abiertas y para alumnado de edades avanzadas. En este artículo se analiza la evolución del desempeño de esta destreza en alumnado de 10-12 años en tres momentos clave de una secuencia de enseñanza y aprendizaje de indagación basada en la modelización. El análisis de las preguntas del alumnado evidencia que es capaz de diseñar preguntas investigables e irlas sofisticando cuando cuenta con las ayudas necesarias. Además, los resultados nos han permitido trazar una progresión de aprendizaje empírica para alumnado de primaria donde se identifican hitos clave en el camino de desarrollo de esta destreza.

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Section: Las Preguntas Investigables En El Aula De Cienciasunclassified

“…Las preguntas del profesorado, tanto en el uso de andamiajes como en el feedforward, resultan de gran interés (Joglar y Rojas, 2019). Sin embargo, en esta investigación no analizamos cómo son, sino qué efecto tienen en las producciones del alumnado.…”

Section: Estrategias Docentes Para El Desarrollo De Preguntas Investi...unclassified

El diseño de preguntas investigables en el ciclo superior de primaria

Tena

Lagarón

2023

ensciencias

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“…It rather means that instead of being there to teach what the curriculum requires pupils to learn, the teacher is there to ascertain that pupils learn on their own. Thus, the teacher has to play the role of a facilitator (Anggraeni, Yusnita, 2017) or a questioner (Joglar, Rojas, 2019) who is there to facilitate the pupils' demanding task of learning by building bridges between science and the real world. As shown in Table 11, the dimension 'Promote awareness of the features of contextualised learning' is present in all the selected curriculum documents except in the Curriculum standards of the two science subjects (C and D).…”

Section: Tablementioning

confidence: 99%

Teaching for the Contextualised Learning of Science: AChecklist-Based Science Curriculum Analysis

Morgado¹,

Leite²,

Dourado³

2022

tused

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Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms

Zhang,

Lamb

2024

Int J of Sci and Math Educ

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Across the curriculum, the questions that teachers ask in class direct learners’ attention to key subject matter, and shape what they learn. This paper examines the types of questions that Chinese school Biology teachers ask, and considers how and why they vary their questioning in the context of scientific practices. Six teachers from four schools in Xi’an City in mainland China took part. Three lessons were observed for each teacher, followed by interviews in which teachers were asked to focus on specific teaching episodes and explain their questioning. Findings reveal that teachers’ questions were mostly closed-ended, but in certain types of lessons their questions were more open and they used questions to manage class discussion. Teacher questioning is affected by personal beliefs, institutional working practices, and external policy shift, and teachers experienced tension in navigating between these factors. The results have important implications for policy and practice; for example, teacher educators need to recognize the complexity of teacher questioning and encourage teachers to discuss the challenges associated with asking more open questions, while policy-makers need to acknowledge the impact their decisions can have at the classroom level.

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Overcoming Obstacles to the Formulation and Use of Questions in the Science Classroom: Analysis from a Teacher Reflection Workshop

Cited by 8 publications

References 19 publications

El diseño de preguntas investigables en el ciclo superior de primaria

El diseño de preguntas investigables en el ciclo superior de primaria

Teaching for the Contextualised Learning of Science: AChecklist-Based Science Curriculum Analysis

Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms

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