Questions Asked by Primary Student Teachers about Observations of a Science Demonstration

Autor/inn/en	Ahtee, Maija; Juuti, Kalle; Lavonen, Jari; Suomela, Liisa
Titel	Questions Asked by Primary Student Teachers about Observations of a Science Demonstration
Quelle	In: European Journal of Teacher Education, 34 (2011) 3, S.347-361 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Student Teachers; Inferences; Observation; Demonstrations (Educational); Science Education; Questioning Techniques; Elementary School Science; Preservice Teacher Education; Teacher Education Curriculum; Science Activities; Knowledge Base for Teaching; Pedagogical Content Knowledge; Teaching Skills; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Inference; Inferenz; Beobachtung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Naturwissenschaftliche Bildung; Befragungstechnik; Fragetechnik; Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Finnland
Abstract	Teacher questioning has a central role in guiding pupils to learn to make scientific observations and inferences. We asked 110 primary student teachers to write down what kind of questions they would ask their pupils about a demonstration. Almost half of the student teachers posed questions that were either inappropriate or presupposed that the pupils would know the answer. For example, they directly asked for an explanation of the phenomenon instead of asking what inferences the pupils could make on the basis of their observations. There was a lack of questions that would draw the pupils' attention to the variables that may cause the phenomenon to happen. Only about 15% of the student teachers formed questions such as "What is happening?" or "How is it happening?". All in all, primary student teachers seem to need extra practice in forming questions based on scientific observation. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10