Understanding the Nature of Questioning and Teacher Talk Moves in Interactive Classrooms: a Case of Three South African Teachers

Teacher noticing as a driver of interaction patterns in science classrooms

“…As seen in many science classrooms, science teachers are only interested in the correct answer, thus, breaking the interactive chain (Kaya, 2014). A study conducted by Khoza and Msimanga (2021) also indicated that science teachers' facilitation of interaction resembles an interest in students' correct responses rather than providing students with opportunities to reason. In In this particular instance, Phidel failed to interpret Student 1's response that resembles a prominent feature of acid-base reactions.…”

“…Instead of Phidel rejecting Student 1's response, she first acknowledges the student's response and further writes down the chemical formula of salt then asks for elaboration from the whole class (see turn 3). The use of acknowledging and eliciting moves during classroom interaction has the potential to move interaction beyond the IRE triad (Khoza & Msimanga, 2021;Tytler & Aranda, 2015). Since Student 1 expected an evaluation, she asks if his answer is correct or not, but Phidel probed the whole class that led to other students joining the discussion.…”

“…In recent times, through their talk, many science teachers are beginning to move beyond this IRE interaction pattern to creating spaces where learners can voice their ideas without restrictions. In such cases, the resulting interaction becomes dialogic where the teacher would elicit more responses and ask extended questions based on students' input (Bansal, 2018;Khoza & Msimanga, 2021). However, teachers must do this in the midst of everything that is happening in the classroom.…”

Exploring the Influence of Science Teaching Orientations on Teacher Professional Knowledge Domains: A Case of Five Malawian Teachers

“…As can be seen from the above extract, the only point the teacher checks students' understanding of the concepts is when he asked a very general question as shown in turn 1. Similarly, instead of asking students questions and weave the interaction to engage the students (Khoza & Msimanga, 2021), in turn, 5 he starts dominating by telling the learners what to do when solving problems related to the topic he was teaching. Thus, resembling a traditional method of teaching science.…”

Development of Prospective Efl Teachers’ Questioning Skills in Classroom Discourse: Interdisciplinary Approach

“…Focusing on the nature of questioning used by teachers in interactive classrooms, Khoza and Msimanga (2021) present data that prove the efficacy of the closed-ended questions for students' prolonged interaction in Physics lessons. Such conclusions actually contradict the previous findings claiming that closed-ended lower-order thinking questions contribute much less to students' cognitive engagement (Tagnin, Ni Riordain, 2021), unlike open-ended questions which are a more effective tool for students' motivation and stimulus for active classroom interaction (Kayima, Jakobsen, 2020).…”