What Is the Nature of Classroom Questions in Middle School Science Classrooms?

• In Event: Equity in Middle School Science

Abstract

Asking questions in science classrooms is a high-leverage pedagogy for deepening understanding, increasing engagement, and fostering a student-centered learning environment. The literature shows that questions vary in topic, openness, and initiator. This mixed methods study aims to systematically document the frequency and nature of different types of questions asked in middle school science classrooms. Results from analyses of classroom videos indicate that academic, closed-ended, and teacher-initiated questions are predominant. Qualitative analysis reveals that academic questions can focus on content, managing the classroom, or check-ins with students. Integrative analysis shows that some classroom activities are more correlated to asking hybrid questions and that the classroom environment affects the number of questions students ask in a class.

Authors

• Lauren Cabrera, Virginia Commonwealth University

• Christine Lee Bae, Virginia Commonwealth University