Using Questioning to Facilitate Discussion of Science Teaching Problems in Teacher Professional Development

Zhang, Meilan; Lundeberg, Mary; McConnell, Tom J.; Koehler, Matthew J.; Eberhardt, Jan

doi:10.7771/1541-5015.1097

Cited by 41 publications

(25 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Facilitation strategies, including questioning, are examples of key components of PBL that also have value in other instructional settings (Bhattacharyya & Bhattacharya, 2009;Savery, 2006;Zhang, Lundeberg, McConnell, Koehler, & Edberhardt, 2010). Other examples include classroom management (Bhattacharyya & Bhattacharya, 2009;Thomas, 2000), collaboration (Hmelo-Silver, 2004), assessment (Macdonald, 2005;Thomas, 2000), integration of interdisciplinary material (Hmelo-Silver, 2004), scaffolding and building on students' prior knowledge (Simons & Ertmer, 2005;Thomas, 2000), and the integration of technology (Bhattacharyya & Bhattacharya, 2009;Thomas, 2000).…”

Section: Engaging Rural Students In Stem Contentmentioning

confidence: 99%

The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science via a PBL Approach

Ertmer¹,

Schlosser²,

Clase³

et al. 2014

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

A mixed-methods research study was designed to examine teachers' knowledge and confidence for implementing a STEMbased problem-based learning (PBL) unit in their 6-12 grade science and math classrooms. Twenty-one teachers (7 inservice and 13 pre-service) participated in an intensive two-week summer workshop during which they engaged in, and then created, an immersive PBL unit related to sustainable energy. Data were collected through a pre-post content knowledge test and two pre-post surveys-one measuring knowledge and confidence for implementing PBL and one measuring science teaching efficacy. Daily reflections and focus group interviews provided additional data regarding teachers' changing knowledge and confidence related to both content and PBL methods. Results revealed significant gains in content knowledge related to concepts in energy, confidence for implementing PBL, and science teaching efficacy. Implications for the professional development of rural STEM teachers and the importance of engaging teachers in a professional development experience that integrates STEM content and PBL methods also are discussed.

show abstract

Section: Engaging Rural Students In Stem Contentmentioning

confidence: 99%

The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science via a PBL Approach

Ertmer¹,

Schlosser²,

Clase³

et al. 2014

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

show abstract

“…As this study focus on the questions that promote thinking and learning related to content, content oriented questions are coded based on the framework used by Hmelo-Silver and Barrows (2008), which is based on Graesser and Person (1994) framework. Other relevant studies on questioning in PBL (Chin, 2006;Zhang, Lundeberg, McConnell, Koehler, & Eberhardt, 2010) are referenced to assign suitable codes for questions which do not fit into the framework.…”

Section: Methodsmentioning

confidence: 99%

Teacher and Student Questions: A Case Study in Malaysian Secondary School Problem-Based Learning

Peen¹,

Arshad²

2014

ASS

View full text Add to dashboard Cite

Problem-based learning (PBL) promotes high order questioning and stimulates student thinking, thus playing an important role in preparing students to face real-world challenges. Yet, PBL is an uncommon instructional strategy in Malaysian secondary school science classrooms. Occurrence of questioning in the traditional spoon-feeding classroom is low. Thus, the PBL model adapted from Barrows has been introduced. This article investigates whether PBL is able to promote high order questioning and thinking in the Malaysian science classroom. A PBL class with 1 teacher and 17 students divided into 4 groups was observed, video-and audio-recorded, and the verbatim were analysed. Questions are categorized into high order, low order, eliciting ideas, and evaluating ideas questions. Findings show that the percentage of student questions is 67.9% while for teacher questions is 32.1%. The amount of student questions per hour is relatively high at 8.2 questions per student. Nearly half of the classroom questions are low order questions (47.9%), such as clarification, verification, concept completion, disjunctive, definition, example, quantification, and feature specification questions. High order questions consist of 16.3%, which include causal antecedent, causal consequence, goal orientation, comparison, enablement, and reflective questions. Eliciting ideas questions raised by the teacher cover 8.8% while evaluating ideas questions by students cover 27.1%. This study shows that the PBL environment promotes active learning, student thinking, and questioning in the Malaysian science classroom. However, student and teacher questions should be enhanced to be at higher order level. Several suggestions to extend low order questions into high order questions are discussed in this paper.

show abstract

“…The review showed, roughly, that out of these 36, five used K-12 student data as the major data source (i.e., Belland, Ertmer, & Simons, 2006;Brush, & Saye, 2008;Grant, 2011;Lehman, George, Buchanan, & Rush, 2006;Mergendoller, Maxwell, & Bellisimo, 2006), and four regarded technology as one of the core aspects of their observation (Belland et al, 2006;Brush, & Saye, 2008;Grant, 2011;Lehman et al, 2006). There were also 12 articles that used inservice or preservice teachers as the major data source (i.e., Asghar, Ellington, Rice, Johnson, & Prime, 2012;Goodnough, & Hung, 2008;Hakkarainen, 2011;Hjalmarson, & Diefes-Dux, 2008;Hmelo-Silver, Derry, Bitterman, & Hatrak, 2008;Liu, Wivagg, Geurtz, Lee, & Chang, 2012;Pecore, 2013;Tamim, & Grant, 2013;Walker et al, 2011;Weizman et al, 2008;Zhang, Lundeberg, McConnell, Koehler, & Eberhardt, 2010), and only four of these discussed technology explicitly Hakkarainen, 2011;Liu et al, 2012;Walker et al, 2011).…”

Section: Looking Backmentioning

confidence: 99%

Editors' Introduction

Jung¹,

Grant²

2014

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

Using Questioning to Facilitate Discussion of Science Teaching Problems in Teacher Professional Development

Cited by 41 publications

References 24 publications

The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science via a PBL Approach

The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science via a PBL Approach

Teacher and Student Questions: A Case Study in Malaysian Secondary School Problem-Based Learning

Editors' Introduction

Contact Info

Product

Resources

About