Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning

被引:5
作者
de Boer, Eveline [1 ]
Janssen, Fred J. J. M. [1 ]
van Driel, Jan H. [2 ]
Dam, Michiel [1 ]
机构
[1] Leiden Univ, Grad Sch Teaching, ICLON, POB 9555, NL-2300 RB Leiden, Netherlands
[2] Univ Melbourne, Melbourne Grad Sch Educ, 234 Queensberry St, Melbourne, Vic 3010, Australia
关键词
Perspectives; Teacher questioning; Scaffolding; Student teachers; Biology education; TINBERGENS; 4; QUESTIONS; SCIENCE; INFORMATION; KNOWLEDGE; DOMAIN;
D O I
10.1007/s11165-019-9853-9
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In biological research, generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific questions. In this study, we used perspective-based generic questions as scaffolds to support student teachers in increasing the quality and quantity of their questions about biological topics. Fifteen student biology teachers were given an intervention to individually generate, in 15 min, as many questions as possible that they might ask in class about standards from the national syllabus for biology on a particular biological topic, first without using, and then using a set of perspective-based generic questions. The results of this study show that, using perspective-based generic questions, student teachers generated significantly more and higher quality questions. The formulated questions can be applied in two different contexts: during practicum, when student teachers actually teach biology, or when they plan future lessons, as the basis of challenging tasks or assignments, with the aim of getting students interested in finding the answers.
引用
收藏
页码:1287 / 1306
页数:20
相关论文
共 35 条
[1]   Questions asked by primary student teachers about observations of a science demonstration [J].
Ahtee, Maija ;
Juuti, Kalle ;
Lavonen, Jari ;
Suomela, Liisa .
EUROPEAN JOURNAL OF TEACHER EDUCATION, 2011, 34 (03) :347-361
[2]  
[Anonymous], 2010, SCI PERSPECTIVISM
[3]  
Ayaduray J., 1997, System, V25, P561
[4]   Tinbergen's four questions: an appreciation and an update [J].
Bateson, Patrick ;
Laland, Kevin N. .
TRENDS IN ECOLOGY & EVOLUTION, 2013, 28 (12) :712-718
[5]   Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment [J].
Bulu, Saniye Tugba ;
Pedersen, Susan .
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2010, 58 (05) :507-529
[6]   Tribute to Tinbergen: Putting Niko Tinbergen's 'Four Questions' in Historical Context [J].
Burkhardt, Richard W., Jr. .
ETHOLOGY, 2014, 120 (03) :215-223
[7]   Scientific perspectivism: A philosopher of science's response to the challenge of big data biology [J].
Callebaut, Werner .
STUDIES IN HISTORY AND PHILOSOPHY OF SCIENCE PART C-STUDIES IN HISTORY AND PHILOSOPHY OF BIOLOGICAL AND BIOMEDICAL SCIENCES, 2012, 43 (01) :69-80
[8]   Teacher questioning in science classrooms: Approaches that stimulate productive thinking [J].
Chin, Christine .
JOURNAL OF RESEARCH IN SCIENCE TEACHING, 2007, 44 (06) :815-843
[9]   Classroom interaction in science: Teacher questioning and feedback to students' responses [J].
Chin, Christine .
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2006, 28 (11) :1315-1346
[10]   Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education [J].
Devolder, A. ;
van Braak, J. ;
Tondeur, J. .
JOURNAL OF COMPUTER ASSISTED LEARNING, 2012, 28 (06) :557-573