Questioning the role of questions: new primary teachers’ realisations of over-reliance on questions in scientific dialogue

Abstract

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Teacher’s questions in project-based learning: the impact on the quality of student’s concept map components

“…The questions during learning serve as parts of evaluation and monitoring of students' progress at each learning activity stage, including collaboration, dialog, curiosity, and task management. The teacher's expanded questions are necessary for students to engage in higher-order thinking skills (Forster et al, 2019). The questions should not be closed-ended to encourage students' thinking processes (Chin, 2006;Forster & Penny, 2020).…”

“…The learning process basically is the communication between teacher to student or student to student in the form of questions, statements, and a series of activities related to learning material (Forster et al, 2019). Teacher-to-student interactions in the classroom is carried out with statements and closed and open questions (Albergaria-Almeida, 2010;Forster et al, 2019;Hannel, 2009). Therefore, a teacher's question is vital in engaging students to use their thinking skills.…”

“…Teacher questions play a significant role in improving the quality of the learning process. They can guide students' thinking and provide critical responses to improve the quality of the learning process (Forster et al, 2019;McDonald et al, 2017;Zheng & Wang, 2019). Open-ended questions typically provide greater opportunities for students to think at a higher level (Forster et al, 2019).…”

The Impact of High-Level Teacher Questioning on Elementary School Students’ Achievement, Retention and Attitude in Science

“…This study can guide teachers on how they can create dialogic interaction through effective questioning, and in turn how they can improve their instructional practices. If teachers ask high-level questions to students, they become more effective and efficient in the classroom, sustain dialogues with their students and feel more confident in teaching (Forster et al, 2019;Karademir et al, 2019;Rodriguez & Bonner, 2018).…”