The Epistemic Dimension in the Approach to Questioning in Chemistry Classes: A Comparative Study of Pedagogical Practice in Different Social Contexts

Autor/inn/en	da Silva, Rivaldo Lopes; dos Santos, Bruno Ferreira
Titel	The Epistemic Dimension in the Approach to Questioning in Chemistry Classes: A Comparative Study of Pedagogical Practice in Different Social Contexts
Quelle	In: International Journal of Science Education, 43 (2021) 15, S.2534-2554 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (da Silva, Rivaldo Lopes) ORCID (dos Santos, Bruno Ferreira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1973142
Schlagwörter	Questioning Techniques; Science Instruction; Chemistry; Teaching Methods; Thinking Skills; Classroom Communication; Socioeconomic Status; Comparative Analysis; Foreign Countries; Case Studies; Science Teachers; Institutional Characteristics; Social Differences; Classification; Student Surveys; Student Attitudes; Urban Schools; Private Schools; Public Schools; Discourse Analysis; Language Usage; Secondary School Students; Brazil + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Klassengespräch; Socio-economic status; Sozioökonomischer Status; Ausland; Case study; Fallstudie; Case Study; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sozialer Unterschied; Classification system; Klassifikation; Klassifikationssystem; Schülerbefragung; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Private school; Privatschule; Public school; Öffentliche Schule; Diskursanalyse; Sprachgebrauch; Sekundarschüler; Brasilien
Abstract	The study of questions has occupied a prominent role in the research into classroom discourse. For science teaching, questions are fundamental since they can connect students with the patterns of scientific thinking. In this article, we developed analytical tools to investigate the epistemic dimension of questions in chemistry teaching. We draw upon Basil Bernstein's concept of classification and the triadic relationship of the knowledge of chemistry to construct the instruments of analysis, and, through their application, we propose to study the distribution of knowledge through questions in classroom discourse. We validated our instruments in a case study of a chemistry teacher who taught in two Brazilian schools, and whose students came from different socioeconomic backgrounds. The results from the analysis indicated differences in the ways in which knowledge is imparted by the teacher in the two classrooms. In the lower socioeconomic context, the approach and posing of questions explored the symbolic form of knowledge more, whereas the approach in questioning to students from the upper socioeconomic context was more related to the theoretical knowledge base of chemistry. These findings suggest that students from lower social strata have access to a simplified chemistry, one that does not necessarily emphasise the theoretical explanations for the scientific phenomena. Considering that the scope of our study is limited to a single case, further research using the proposed analytical instruments in this article is required to confirm these findings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01