Professional development prototype design for questioning and discourse in the science classroom
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Rook, Allison N..
Professional development prototype design for questioning and discourse in the science classroom. Retrieved from
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TitleProfessional development prototype design for questioning and discourse in the science classroom
Date Created2018
Other Date2018-05 (degree)
Extent1 online resource (x, 167 p. : ill.)
DescriptionTeacher questioning has historically been an integral part of the learning process in the classroom (Roth, 1996). Teachers ask anywhere from 300 to 400 questions each day (Tienken et al., 2009). Of these, consistently close to 60% of questions asked by teachers in the classroom are factual or recall, 20% are procedural, and only the remaining 20% are higher-order thinking questions (Gall, 1970; Myhill, 2006). This pattern of teacher questioning has not changed despite changes in education standards that emphasize critical thinking and problem solving. A focus on questioning is especially significant in the science classroom. The nature of scientific inquiry offers a unique opportunity where students are constantly asking questions about the world around them. Further, they are encouraged to systematically answer these questions through discussion, evidence, and reasoning (Lustick, 2010). This critical process of scientific inquiry is typically facilitated in the classroom by teacher questioning. However, despite the need for better teacher questioning, teachers face contextual and pedagogical challenges as they attempt to change their questioning practices. The purpose of this mixed methods design study is to investigate teachers’ learning needs and design a just-in-time, informal, online professional development prototype for middle school science educators that supports effective questioning practices to facilitate discourse in the inquiry-based science classroom. This was accomplished by utilizing 4 iterative phases of needs assessment, analysis, and design including literature analysis, semi-structured interviews, anonymous surveys, and user-testing. Findings of this study indicate that teachers need learning experiences about questioning practices that are focused on content and provide time for reflection and collaboration. Further, they would like to learn in informal, individual, self-paced environments with an option to engage with others. These findings inform the design of the prototype, The Question Connection (www.questionconnection.com), as well as the current literature base on professional development, teacher questioning, and scientific inquiry instruction.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Allison N. Rook
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.