Teacher Roles of Questioning in Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation

• In Event: Poster Session 4
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

The purpose of this study was to investigate the various questioning roles elementary teachers adopt to scaffold dialogical interaction, students’ cognitive responses, and the use of evidence for constructing and critiquing ideas in argumentation over time. Data were analyzed through constant comparative method and enumerative approach. The findings indicated: (1) Teachers increasingly used multiple roles in establishing argumentative discourse as they persistently implemented an argument-based inquiry approach, (2) As teachers used multiple roles in establishing patterns of questioning, framing classroom interaction, students’ higher levels of cognitive thinking were promoted., and (3) As teachers’ roles in establishing patterns of questioning changed, the frequency of students’ talk increased and elements of argument were embedded in the discussions.

Author

• Ying-Chih Chen, Arizona State University