This qualitative study reports on the features of two teachers’ questioning practices when teaching density for grade-six science elementary students. By adapting IRE questioning framework, this paper investigated issues in relation to the use of questioning as formative assessment strategy. The data revealed that teachers used authoritative questions to keep classroom interactions focused on what they expected to hear. The questioning implementations showed that teachers were unaware of students’ conceptual change. It also revealed that teachers employed scaffolding strategies that support their authority. Implications for science educators include the need to develop appropriate models for teacher-student interactions that consider student contributions and encourage more dialogic teaching.
| Published in | Science Journal of Education (Volume 3, Issue 3) |
| DOI | 10.11648/j.sjedu.20150303.11 |
| Page(s) | 43-49 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Authority, Questioning, Scaffolding, Science Conceptions
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APA Style
Saeed Almuntasheri. (2015). Authoritative Questioning and Science Teaching in Saudi Arabian Context. Science Journal of Education, 3(3), 43-49. https://doi.org/10.11648/j.sjedu.20150303.11
ACS Style
Saeed Almuntasheri. Authoritative Questioning and Science Teaching in Saudi Arabian Context. Sci. J. Educ. 2015, 3(3), 43-49. doi: 10.11648/j.sjedu.20150303.11
AMA Style
Saeed Almuntasheri. Authoritative Questioning and Science Teaching in Saudi Arabian Context. Sci J Educ. 2015;3(3):43-49. doi: 10.11648/j.sjedu.20150303.11
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Download@article{10.11648/j.sjedu.20150303.11,
author = {Saeed Almuntasheri},
title = {Authoritative Questioning and Science Teaching in Saudi Arabian Context},
journal = {Science Journal of Education},
volume = {3},
number = {3},
pages = {43-49},
doi = {10.11648/j.sjedu.20150303.11},
url = {https://doi.org/10.11648/j.sjedu.20150303.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20150303.11},
abstract = {This qualitative study reports on the features of two teachers’ questioning practices when teaching density for grade-six science elementary students. By adapting IRE questioning framework, this paper investigated issues in relation to the use of questioning as formative assessment strategy. The data revealed that teachers used authoritative questions to keep classroom interactions focused on what they expected to hear. The questioning implementations showed that teachers were unaware of students’ conceptual change. It also revealed that teachers employed scaffolding strategies that support their authority. Implications for science educators include the need to develop appropriate models for teacher-student interactions that consider student contributions and encourage more dialogic teaching.},
year = {2015}
}
TY - JOUR T1 - Authoritative Questioning and Science Teaching in Saudi Arabian Context AU - Saeed Almuntasheri Y1 - 2015/05/12 PY - 2015 N1 - https://doi.org/10.11648/j.sjedu.20150303.11 DO - 10.11648/j.sjedu.20150303.11 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 43 EP - 49 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20150303.11 AB - This qualitative study reports on the features of two teachers’ questioning practices when teaching density for grade-six science elementary students. By adapting IRE questioning framework, this paper investigated issues in relation to the use of questioning as formative assessment strategy. The data revealed that teachers used authoritative questions to keep classroom interactions focused on what they expected to hear. The questioning implementations showed that teachers were unaware of students’ conceptual change. It also revealed that teachers employed scaffolding strategies that support their authority. Implications for science educators include the need to develop appropriate models for teacher-student interactions that consider student contributions and encourage more dialogic teaching. VL - 3 IS - 3 ER -
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