“How will you construct a pathway system?”: Microanalysis of teacher-child scientific conversations

Abstract

During the preschool years, children’s question-explanation exchanges with teachers serve as a powerful mechanism for their early STEM knowledge acquisition. Utilizing naturalistic longitudinal classroom data, we examined how such conversations in an inquiry-based preschool classroom change during an extended scientific inquiry unit. We were particularly interested in information-seeking questions (causal, e.g. “How will you construct a pathway?”; fact-based, e.g., “Where’s the marble?”). Videos (n = 18; 14 hours) were collected during a three-week inquiry unit on forces and motion and transcribed in CLAN-CHILDES software at the utterance level. Utterances were coded for delivery (question vs. statement) and content (e.g., fact-based, causal). Although teachers ask more questions than children, we found a significant increase in information-seeking questions during Weeks 2 and 3. We explored the content of information-seeking questions and found that the majority of these questions were asked by teachers, and focused on facts. However, the timing of fact-based and causal questions varied. Whereas more causal questions occurred in earlier weeks, more fact-based questions were asked towards the end of the inquiry. These findings provide insight into how children’s and teacher’s questions develop during an inquiry, informing our understanding of early science learning. Even in an inquiry-learning environment, teachers guide interactions, asking questions to support children’s learning. Children’s information-seeking questions increase during certain weeks, suggesting that providing opportunities to ask questions may allow children to be more active in constructing knowledge. Such findings are important for considering how science questions are naturally embedded in an inquiry-based learning classroom.

Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach

“…It is consistent with constructivist learning theories that children learn best when they engage actively in learning. Children's information‐seeking questions occur in the sustained shared thinking process, which allows them to construct increasingly complex knowledge based on prior experiences, driven by curiosity and motivation (Haber et al, 2021). Therefore, the intellectual aspects of teacher–child interaction — such as problem‐solving, concept clarification, activity evaluation, or narrative extension in supporting learning and critical thinking — might have the most promising links to positive child outcomes than other aspects of interaction.…”

Preschool STEM Activities and Associated Outcomes

“…In 2020, there were 3 articles published [15], [32], [33]. In 2021, there were 6 articles published [34]- [39]. The year 2022 saw the highest number of publications with 7 articles [16], [20], [40]- [44].…”

“…Regarding the geographical distribution, as illustrated in Figure 3, the included articles were conducted in various countries. The United States [29]- [31], [34], [44], Türkiye [15], [16], [40], [43] were the two countries with the highest number of articles included. Additionally, studies were conducted in Italy [33], England [35], [38], [42], Finland [36], Sweden [37], Spain [39], Switzerland [41], Australia [20], Jordan [32].…”

Children’s Questions and Teachers’ Responses about the COVID-19 Pandemic in Turkey and the United States

“…Few studies have examined children's questions during teacher-child science discussions in the classroom. (e.g., Haber, Leech, et al, 2021;Haber, Puttre, et al, 2021;Kurkul et al, 2021). These reports have found that children ask challenging questions about scientific and nature-related topics, religion, sex and reproduction, and everyday life in the classroom (Sak, 2019).…”

“…Other surveys have also found that teachers were more likely to provide explanations for children's scientific questions (Haber, Leech, et al, 2021). Studies of actual teacher-child interactions have found that children were more likely to ask causal questions first and factbased questions later (Haber, Puttre, et al, 2021). Although these studies are informative, more studies are needed to examine children's questions within teacher-child interactions at schools, especially with respect to specific topics, such as the COVID-19 pandemic.…”