Characterizing Questioning at an Informal Science Event: A Case Study of Preservice Teachers

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-7 - Teaching Students to Think Like It: Disciplinary Literacy

Abstract

This study characterized the types of questions asked by teachers at an informal science event. The NGSS-aligned activities were designed and facilitated by preservice teachers as the culminating assignment for their Science Methods course. Using a case study model, we focused attention on two preservice teachers. The first teacher’s activity was designed for children to learn about states of matter by making slime. The second teacher’s activity was designed for children to develop models of magnetism by tinkering with materials. Detailed video analysis revealed that both preservice teachers asked more student-centered than teacher-centered questions. However, the procedural nature of the slime-making activity resulted in the teacher asking less conceptually rigorous questions. Implications for educators and teacher educators are shared.

Authors

• Alexandria Killian Hansen, California State University - Fresno

• Taylor Hall, University of California - Santa Barbara

• Matthew Supancic, University of California - Santa Barbara