Teachers’ Use of Focus Questions in German Biology Classrooms: a Video-based Naturalistic Study

Nawani, Jigna; Kotzebue, Lena von; Rixius, Julia; Graml, Michael; Neuhaus, Birgit J.

doi:10.1007/s10763-017-9837-z

Cited by 9 publications

(5 citation statements)

References 29 publications

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“…Furthermore, open and respectful pedagogical teacher's questioning elicited students' learning and decisions about next steps, and deep-level questions in the classroom improved vicarious student learning [57,58]. Teachers' use of specific and challenging focus questions in biology classrooms not only activated students' existing conceptions or ideas about the topic but also stimulated the active negotiation of meaning [59]. Problem-solving activities elicited more and a wider range of wonderment questions than teacher-directed activities [34].…”

Section: Questioning In Inquiry-based Lessonsmentioning

confidence: 99%

“…To study student teachers' questioning in inquiry-based lessons can elicit how teacher and students interact and how teacher can develop in questioning skills. Nevertheless, although the questioning has been in focus during lessons, few studies have considered inquiry-based lessons or biology lessons [24,59], which are the focus in this study.…”

Section: Questioning In Inquiry-based Lessonsmentioning

confidence: 99%

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Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021

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Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by twelve student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

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Section: Questioning In Inquiry-based Lessonsmentioning

confidence: 99%

Section: Questioning In Inquiry-based Lessonsmentioning

confidence: 99%

Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021

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“…Scientific explanation adalah cara untuk menjawab pertanyaan mengenai sebab atau memberi alasan terhadap terjadinya suatu fenomena secara ilmiah (Chinn & Brown, 2000). Scientific explanation sangat penting untuk setiap siswa, karena akan mendukung siswa untuk bisa memberikan penjelasan secara ilmiah mengenai suatu fenomena (Nawani et al, 2017). Mengembangkan scientific explanation tentang fenomena adalah tujuan penting dari pembelajaran sains (Nawani et al, 2018).…”

Section: Pendahuluanunclassified

“…Hal tersebut sejalan dengan hasil penelitian yang menunjukkan bahwa pertanyaan yang berkualitas dapat dimulai dari pertanyaan "mengapa" (Chen & Stenhoek, 2014). Guru menggunakan pertanyaan pengarah yang berorientasi pada penjelasan untuk membimbing siswa selama kegiatan pembelajaran membuat penjelasan kausal (Nawani et al, 2017). Kemampuan merumuskan pertanyaan dapat mengembangkan keterampilan berpikir kritis, kreatif, dan rasa ingin tahu siswa (Musfiqon & Nurdyansyah, 2015).…”

Section: Scientificunclassified

Analisis kemampuan scientific explanation siswa pada materi sistem pencernaan manusia menggunakan model explanation oriented lesson design

Yanti¹

2021

Assim. Indo. J. Bio. Edu.

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The purpose of this research was to analyze students’ scientific explanation on the human digestive systems topic using explanation-oriented lesson-design model. This research was conducted with a descriptive research design, a total of 29 eighth grade students from a junior high school in Tasikmalaya were involved in this research. Samples were taken using a convenience sampling technique. The scientific explanation observed was written causal explanation. This research data was collected using test, observation and interview method. The result of this research indicates that the number of students who have scientific explanation ability in intermediate category was 66% (n = 19), basic category was 31% (n = 9), and the advanced category was 3% (n = 1). Therefore, it can be concluded that most of the abilitiy of eighth grade students’ scientific explanation were intermediate category. Overall, students could make the components of scientific explanataion referred to this research. However, the components explaining a phenomenon, most students can only explain a phenomenon using patterns that are commonly observed. In addition, the components explain the patterns in the data and processes that support the occurence of a phenomenon, most students explain the patterns and processes that support the occurence of the phenomenon with spesific, but not detailed. In addition, the components connect data patterns and processes using principles, theories, or disciplinary core ideas, most student connect data patterns and processes using principles by including relevant concepts that are logically, specific, but not detailed.

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“…Many methods are available for researching mathematics education (Blum et al 2019), but there is a noticeable gap in the study of the HPM perspective. In particular, unlike in most education fields (Hansson et al, 2020;Nawani et al, 2018;Staus et al, 2020), quantitative approaches are underutilized in research on the use of the history in mathematics education. However, such methods could be highly relevant (Gras, 1992) for assessing the effectiveness of using history in mathematics education, studying some aspects of this approach, and providing meaningful and generative answers (Schoenfeld, 2020).…”

Section: Introductionmentioning

confidence: 99%

On the Role of Imagination in the Use of History in Mathematics Education

Vittori¹

2021

INT ELECT J MATH ED

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Based on an experiment carried out with 10-to 11-year-old pupils, this paper questions the place of imagination in a class activity using the history of mathematics. The study focuses on three groups of pupils who were offered three variants of the same activity based on base-60 counting (our time measurement system inherited from the Babylonians). To identify differences and similarities between the three scenarios, a quantitative analysis, using a Principal Component Analysis (PCA), was carried out on the basis of the pupils' productions and a questionnaire. The approach remains exploratory, but it seems to indicate that imagination plays a relevant role in sessions using history of mathematics.

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Teachers’ Use of Focus Questions in German Biology Classrooms: a Video-based Naturalistic Study

Cited by 9 publications

References 29 publications

Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

Analisis kemampuan scientific explanation siswa pada materi sistem pencernaan manusia menggunakan model explanation oriented lesson design

On the Role of Imagination in the Use of History in Mathematics Education

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