Investigating questioning patterns of teachers through their pedagogical progression in argument-based inquiry classrooms

Download
2016
Kılıç, Burcu
The purpose of this study is to delineate the characteristics of teacher questioning in different implementation qualities of Argument-Based Inquiry (ABI) teaching. With this purpose, first, the characteristics of teacher question types used in high quality ABI classrooms were described, and teacher questions used in high quality practices were distinguished from those posed in medium quality classrooms. Secondly, the study aimed to characterize the sequence of teacher question types that promote high cognitive level student responses. The participants in this study were two elementary science teachers, teaching from 6th to 8th grades. The teachers were selected from a longitudinal professional development program that was conducted within the context of ABI approach in Turkey. The data of this study were collected through video records of teachers’ classroom implementations. Data driven from classroom videos was analyzed by using multiple cross-case comparison. The results revealed that teachers used similar proportions of close-ended and meta-cognitive questions in the high quality ABI practices. Meta-cognitive questions were defined for the first time in this study as the most effective question type to initiate high cognitive level student response. Moreover, the teachers asked the questions in a patterned order indicating a specific questioning sequence. This study provides teachers and researchers with cases rich in information regarding characteristics of teacher questioning used in high quality ABI classrooms by comparing them with those used in medium quality classroom practices.

Suggestions

Changes in a science teacher’s pedagogical practices and beliefs following ABI: onsite ongoing professional support
Erdal, Fatma Nur; Çakıroğlu, Jale; Günel, Murat; Department of Mathematics and Science Education (2018)
The purpose of the current study was to investigate how a middle school science teacher’s pedagogical practices and beliefs about teaching and learning has changed during implementation of argument-based inquiry (ABI). In this context, one-on-one onsite ongoing professional support was provided to the teacher by considering teacher’s needs. The participant of this study was one middle school science teacher. The multiple data sources were collected as part of the research: video records of teacher’s classro...
Analysis of the Problem Based Learning Implementations Students and Tutors Perceptions and Actions
Ateş, Özlem; Eryılmaz, Ali (2015-03-01)
This study aims to analyze the implementation of problem-based learning (PBL) in engineering education regarding perceptions and actions of tutors and students. A case study design was employed in this study. To this end, four tutors, their five PBL modules, and fourteen students were selected. Observations and interviews were used to collect qualitative data. The results indicated that there was a difference between participants’ perception of PBL and their actions during tutorials. Participants’ level of ...
The Perceptions of pre-service ELT teachers on different modes of peer feedback and its relation to teacher efficacy /
İnce, Burtay Hatice; Aksu, Meral; Department of Curriculum and Instruction (2016)
The purpose of this study was to find out the perceptions of pre-service ELT teachers on different modes of feedback (i.e. written and oral peer feedback) and its relation to teacher efficacy. For this reason, a mixed-method design was used in order to answer different research questions. EFL Teacher Efficacy Scale (ETES) was used in order to find out efficacy levels of pre-service teachers before and after they were given different modes of peer feedback. E-journals and semi-structure group interviews were...
The Relationship between teacher reflection and teacher autonomy with respect to certain variables
İpek Şahin, Derya; Aksu, Meral; Department of Curriculum and Instruction (2017)
This study aims to investigate whether there is a significant relationship between teacher reflection and teacher autonomy and among their subscales; and whether there is a significant difference in teacher reflection and teacher autonomy scores according to gender and years of teaching experience. The sample of the study, which is determined by means of cluster random sampling, is 284 classroom teachers (1-4 grades) in 15 elementary schools in three districts (Yenimahalle, Altındağ, Keçiören) of Ankara in ...
Development of an instrument for science teachers’ perceived readiness in STEM education
Şatgeldi, Ayşe Nihan; Özdemir, Ömer Faruk; Department of Mathematics and Science Education (2017)
The main purpose of this study was to develop an instrument to measure science teachers’ perceived readiness in STEM education. For this purpose, 54 items were written after extensive literature review and interviews with experts. Some of these items were rewritten or omitted as a result of expert opinions and finally 50 items were pilot tested. In the thesis, 306 elementary and secondary science (elementary science, physics, chemistry and biology) teachers participated. To finalize the instrument, out of 5...
Citation Formats
B. Kılıç, “Investigating questioning patterns of teachers through their pedagogical progression in argument-based inquiry classrooms,” M.S. - Master of Science, Middle East Technical University, 2016.