This study developed a phenomenographic argument regarding science teacher educators' (STEs) question-asking conceptions. Question-asking in teaching how to teach science concepts to prospective science teachers is a fundamental strategy. However, STEs' conceptual understanding of the question-asking phenomenon is uncharted territory. The present…

Teaching mathematics for conceptual understanding: An examination of elementary and secondary teacher candidates (Under the direction of Dr. Cyndi Edgington and Dr. Temple Walkowiak).This embedded multiple-case qualitative study aspired to learn more about how elementary (K-5) and secondary (6-12) teacher candidates (TCs) incorporated and…

In addressing vocabulary explanations in language classroom settings, a growing number of studies have examined the different ways teachers respond to the vocabulary explanation requests made by students in second language (L2) classrooms. Relatively lacking is an investigation into the nature of vocabulary explanation requests made by students in…

The National Council of Teachers of Mathematics (2000) emphasizes the importance of communication in mathematics and mathematics education. Effective mathematical communication is essential in mathematics instruction, as it is a collaborative and social activity between teachers and students (Moschkovich, 2002; Khairunnisa et al., 2020). This…

This case study presents the analysis of teacher-student interaction in physics classrooms. The participants of the study were three physics teachers and 131 students from three upper primary schools (Grades 7 and 8) of Ethiopia. Data for the study were collected through observation of eight video recorded physics lessons. The analysis of videos…

The purpose of this case study was to determine the functions of pre-service teachers' talk and to explore how the teacher educator supports the development of conceptual understanding in a dialogic classroom setting. The participants in the study were a physics teacher educator who employed dialogic teaching to teach mechanics and 52 third-year…

The study attempted to answer two basic questions of classroom teaching: a. what were the most common teaching practices at the elementary school level? And b. did teachers foster curiosity in children during teaching? Classroom proceedings enfolded various teaching activities that might lead to a knowledge gap in students. 137 primary and middle…

We set out to understand how different instantiations of inquiry emerged in two different years of one elementary teacher's classroom. Longitudinal observations from Mrs. Charles' 5th grade science classroom forced us to carefully and deliberately consider who exactly was responsible for the change in the class activities and norms. We provide…

Argues that by carefully planning questioning techniques, the classroom teacher can build prereading concepts and help students make those links between their own knowledge and experience and the information contained in a text. Offers taxonomies of teacher responses and of concept development to help teachers structure classroom interaction. (FL)

The intent of this book is to encourage teachers to examine how they question in order to generate richer classroom interaction. Part One sets out the reasons for the limited effectiveness of questions in present classroom practice, and examines the two structures which form the matrix of all educational processes: the structure for thinking and…

Summarizes case studies developed by a group of collaborating educators. Investigates ways of speaking that encourage students to formulate insightful questions about science topics and express their own ideas during reflective discussions. (Contains 68 references.) (Author/YDS)

Argues that "student talk" is an important developmental activity in mathematics. Gives suggestions that will facilitate student talk. (PK)

This study identified and conceptualized evidence of ideas about the nature of science to which elementary school students are exposed and the manner in which teachers provided these ideas. This was accomplished by developing a scheme for observing/analyzing classroom interaction (classroom dialogue and science activity). The scheme is…

This teachers guide is the French translation of the second cycle for the secondary science curriculum. The document is presented in six sections. The first section provides a historic overview of the secondary school science program that emphasizes the Science, Technology, and Society approach. The second section discusses what the science class…