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ERIC Number: EJ1292437
Record Type: Journal
Publication Date: 2021-May
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: N/A
Available Date: N/A
Teacher Questioning Practices in Early Childhood Science Activities
Hamel, Erin; Joo, Yuenjung; Hong, Soo-Young; Burton, Anna
Early Childhood Education Journal, v49 n3 p375-384 May 2021
This study explores teachers' use of questioning during collaborative science exploratory activities. We classified a total of 755 questions across 14 preschool science lessons implemented by four teachers by type (open- or closed-ended) and content (science or non-science related) while also recording the intended recipient. Results revealed that, overall, teachers primarily asked closed-ended questions to children during preschool science activities. While closed-ended questions outnumbered open-ended, science-related questions were more likely to be open-ended questions. We noticed this trend whether the teacher directed the question to a group of children or an individual child. Gender of the child recipient was also explored with no significant differences found. Results indicate that collaborative science exploratory activities may be an ideal context for increasing teacher's use of open-ended questions. Background and training of teachers may also play a role in the use of open-ended questions in a science activity context.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A