Revisiting the Authoritative–Dialogic Tension in Inquiry-Based Elementary Science Teacher Questioning

Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving

“…Inquiry has been regarded as a multifaceted activity or ability that concerns a series of student‐centered or hands‐on actions, such as making observations, planning investigations, proposing answers, or explaining everyday phenomena (NRC, 1996, 2000; van Booven, ). IBL refers to a learning environment where students can conduct the investigation activities in the natural world by themselves (Wang et al ., ).…”

Teacher-student discourse in active learning lectures: case studies from undergraduate physics

“…Discussion of teacher-student interactions in the school science literature often makes a binary distinction between discourse which is dialogic, involving multiple students' voices, leading to higher order, generative thinking, compared to dialogue which is authoritative, and which results in single, fixed, often canonical scientific responses. Yet in practice, dialogic talk that fits this description has been hard to achieve, leading some to argue that a more pragmatic and perhaps effective approach would be to encourage higher order 'productive talk' within an authoritative sequence (Chin 2006;Van Booven 2015) Our analysis of teacher-student interactions in two undergraduate physics classes found that discourse typically followed a triadic IRF pattern and could be considered as authoritative in nature. Yet although these interactions were not dialogic per se they created an interactive learning experience which supported students' development of scientific ideas through involving students in sense-making, modeling expert thinking and encouraging wonderment questions.…”

The Impact of High-Level Teacher Questioning on Elementary School Students’ Achievement, Retention and Attitude in Science

“…Although there is a student voice in this authoritative discourse, students' ideas that are not congruent with that of teachers are rejected. Teachers may summarize the main points of the lesson or classify the things based on their properties (Oh & Campbell, 2013;van Booven, 2015). In a classroom where dominant mode of discourse is dialogic, teachers encourage students to talk and debate with each other, to express their own thoughts freely, to listen to others, to develop scientific understandings, and to transfer newly acquired knowledge to new situations.…”