Teacher Questioning Practices in Early Childhood Science Activities

Hamel, Erin; Joo, Yuenjung; Hong, Soo Young; Burton, Anna

doi:10.1007/s10643-020-01075-z

Cited by 22 publications

(16 citation statements)

References 20 publications

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“…It is not a far leap to suggest that similar differences in interactions could be happening in early childhood classrooms given the research presented in the Teacher Interactions category showing that child gender impacts teacher's responses and teaching practices (Adriany & Warin, 2014;Martin, 1998;Olsen & Smeplass, 2016). Fortunately, a recent study found that of 755 questions asked during preschool science lessons, no significant differences were found regarding gender of the child recipient (Hamel et al, 2021). Further, Granger and colleagues (2017) found that gender-neutral activities were implemented more frequently with groups of girls than boys.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices

Hamel¹

2021

J Child Edu Soc

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Women are underrepresented in science fields as compared to men and although much research has been dedicated to understanding this disparity, most has been conducted on older aged children. However, this excludes the youngest and arguably most impressionable group of students: preschoolers. This study reviewed the literature to investigate how early childhood teachers’ perceptions of gender influence their teaching practices. Qualitative analysis and coding of 31 articles resulted in five main categories: Teacher Perception, Curriculum, Teacher Interactions, Gender Identity, and Social Standing. Results are discussed in the context of early childhood science teaching practices to better understand the role of the teacher and gender bias in young children’s preschool science experiences and how it may impact their future science interests.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices

Hamel¹

2021

J Child Edu Soc

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“…Shown in the present study, rather than examining whether a teacher's questions are open-ended or closed-ended as a binary or narrower approach, delving into teachers' questions' diversifying typologies in handling child-centred teaching would provide a more in-depth portrayal of the productive classroom talk (Bowne, Cutler, DeBates, Gilkerson & Stremmel, 2010;Hamel, Joo, Hong & Burton, 2020). An in-depth or qualitative exploration of the teacher questions may explain various points on how the pupils' cognitive contributions can be embedded in the classroom discourse (Mortimer & Scott, 2003).…”

Section: Discussionmentioning

confidence: 99%

Okul Öncesi Öğretmen Sorularının Türleri ve Bilişsel Talepleri

Başalev

Soysal

2021

YED

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Bu çalışma okul öncesi öğretmenlerinin soru türlerinin ve bu soruların bilişsel taleplerinin incelenmesini amaçlamaktadır. Durum çalışması olarak tasarlanan araştırma 2019-2020 akademik yılında resmi bir anaokulunda görevli iki okul öncesi öğretmeni ve okul öncesi eğitime devam eden 52 çocukla yürütülmüştür . Çalışmanın veri setini sınıf içi uygulamaların video kayıtları (n = 17, toplamda 302 dakika) oluşturmaktadır. Öğretmenlerin her soru ifadesi bir analiz birimi olarak belirlenmiş ve kodlanmıştır. Öğretmen Soruları Kodlama Kataloğu, soru türevlerini; Olası Bilişsel Talepleri Kodlama Kataloğu ise bilişsel talepleri analiz etmek üzere geliştirilmiştir. Öğretmenlerin soruları sosyokültürel söylem analizinin bir kolu olan sistematik gözlem yöntemi ile analiz edilmiştir. Öğretmenlerin; İletişimsel, İzleme, Değerlendir–Yargıla–Eleştir, Çeldirme, Delillendirme, Gözlemle–Karşılaştır–Tahmin et, Çıkarımda Bulunma ve Diğer şeklinde sekiz türde soruları sergilediği gözlemlenmiştir. Öğretmen sorularının öğrenenlerde yarattığı olası bilişsel taleplerin ise hatırlama, anlama, analiz ve değerlendirme düzeylerinde olduğu ve sıklıkla anlama düzeyinde soruların kullanıldığı görülmüştür. Çalışmanın çıktıları göz önünde bulundurularak, soru çeşitliliğine, tartışma kültürüne ve üretken soru kavramlarına yönelik tartışmalar gerçekleştirilmiştir.

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“…The teacher's primary role in early childhood science teaching is to help children' explore scientific concepts through hands-on play rather than providing experiment-based passive learning environments (Hamel et al, 2021). To achieve this, preschool teachers must shift from a teacher-centered epistemology to a child-centered and social constructivist epistemology (Fleer, 2013(Fleer, , 2019.…”

Section: The Effect Of Epistemological Beliefs On Content-based Pedag...mentioning

confidence: 99%

“…It is the task of teachers to encourage children to ask questions by means of enhanced science activities allowing children to be engaged in science and conduct research (Toyama, 2016). The main problem here is that teachers prefer one-way communication in most activities and tend to teach concepts directly (Hamel et al, 2021). This shows that preschool teachers cannot integrate content and pedagogy well and adopt a teacher-centered approach in science teaching.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching

Kutluca

Mercan

2022

EUR J SCI MATH ED

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This exploratory case study aims to determine how preschool teachers' epistemological beliefs influence their pedagogical conceptualizations of science teaching. The research was conducted with a total of 10 teachers that were selected among 61 preschool teachers by their epistemological beliefs. The participants were divided into two sub-groups consisting of five persons each to represent the lower and higher epistemological profiles, based on their scores obtained from the Epistemological Belief Scale Towards Learning (EBSTL). A written form (Content Representation Task [CRT]) reflecting the content representations (CoRes) methodology was applied to determine these participants' pedagogical conceptualizations of early childhood science teaching and to reveal their PCK integration. The qualitative data collected in this way were analyzed through the constant comparative method, inductive content analysis, in-depth explicit PCK analysis, enumerative approach, and PCK mapping. The analysis results showed that preschool teachers in the higher epistemological beliefs referred more to the science literacy vision and tended to use inquiry-based teaching approaches, and they addressed science teaching in a more holistic structure. Finally, both groups of teachers were insufficient to integrate assessment and curriculum components into early childhood science teaching. The results showed that epistemological beliefs directed the early childhood science teaching practices based on science literacy vision.

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Teacher Questioning Practices in Early Childhood Science Activities

Cited by 22 publications

References 20 publications

Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices

Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices

Okul Öncesi Öğretmen Sorularının Türleri ve Bilişsel Talepleri

Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching

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