I ended my last post by stating that I was going to address questioning in the science classroom in an upcoming post. I have found an article that I would like to discuss, as well as a book, and finally a teacher interview all relating to the benefits and challenges of questioning in the science classroom. This topic will most likely span over a couple posts, but I feel as though it is an important discussion to have and relates directly to my focus question of effectively communicating science curriculum to all learners, in addition to effective teaching methods.
One of the tough realities I’ve had to face as a graduate student, especially this semester, has been getting back into the groove of a classroom environment dominated by questioning, discussion, and more questioning. I feel as though my five years in the corporate world contributed to some mind-numbing and more “passive mental engagement.” Wanting to be the most effective teacher I can be, I am fascinated and intrigued to see how a classroom environment can thrive on student-centered, but still teacher “directed,” questioning and collaboration. This is much different than the “yes or no”, repeat-what-I-have-already-told-you closed questioning that dominated my education, and actually builds off of students’ explanations and thinking.
For me, this whole topic is very complex and cyclical in nature. I happened to find an article that detailed a “student-centered approach” to science education highlighting a new teacher’s implementation of a more reform-based classroom. Included in the article is a nice, although somewhat confusing, schematic showing a modified teaching cycle based on the constructivist learning theory. From this study, the teacher identified “student-centered science instruction as consisting of: understanding students’ prior knowledge, the importance of the questions being asked, and teacher’s motivation” (215). This teacher admitted that changing his questioning skills to be more focused on thought-provoking, student-oriented questions was the most difficult aspect. The teacher concluded this topic by stating “They are getting it on their own, without me telling them…they are still learners but they are directing the sequence…they have more ownership…” (219).
In addition, other classroom environment elements need to be addressed to make this type of learning ideal: teacher wait time, eye contact, nonverbal communication, and also ensuring students feel comfortable to contribute. I want to extend upon this discussion in upcoming posts…especially by reflecting on a science classroom that I have seen in action…
What are your thoughts on this topic? Have you seen this approach in science classrooms?
Gunel, M. (2008). Critical elements for the science teacher to adopt a student-centered approach: the case of a teacher in transition. Teachers and Teaching: theory and practice 14(3).
I believe you hit on a very important point. Teachers often know their material so well that they forget that it took a lot of effort to get to that point. Allowing the students to ask questions to get to the ultimate understanding of a topic is key. I had many experiences in college where I felt the professor could not understand why it was so hard for his or her student to understand/retain a concept. They forgot that learning is a process that at times takes multiple exercises or lectures to reinforce and idea. By allowing the students to ask questions, the students can “work it out” in their minds. The questioning provides the fertilizer for knowledge to grow.
ReplyDeleteWe have been going over how to ask productive and effective questions in our class just recently. It's important to focus on asking questions that allow your students to think and make connections to other material. Asking a yes or no question does not have the ability to challenge the thinking of a student. I think its extremely hard to always ask the right questions to your students but I do think its very important to be conscious of how you are facilitating your classroom!
ReplyDeleteAsking open-ended and thought provoking questions that keep our students "actively mentally engaged" is not easy. You are right, yes or no questions shut down communication between teachers and their students as well as between other students and their peers. Therefore, its important to be aware of how you are promoting discussions in your classroom. As teachers we have to consciously self reflect and be mindful of whether our questing methods are encouraging students to participate passively or actively in discussions, and modify our questioning techniques to be responsive to our students understandings.
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