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ERIC Number: EJ1151080
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: EISSN-2327-3585
Investigating Teacher Questions within the Framework of Knowledge Building Pedagogy
Kiss, Tamas; Wang, Alex
Journal of International Social Studies, v7 n1 p55-69 2017
This study is designed to investigate the impact of teacher experience and cognition on teacher questioning in the framework of Knowledge Building (KB) pedagogy. We already know that teachers ask the most questions in a classroom and that the majority of their questions have little impact on learning since they focus on classroom management (Almeida, 2010; G. Brown & Wragg, 1993; Floyd, 1960; Hogan & Gopinathan, 2008; Kerry, 2002). However, there is relatively little research done to discover how inquiry-based and dialogic classroom discourse would influence a teacher's approach to using questioning strategies. In this paper, we present a research project that was conducted in a Singapore primary school, and we argue that teaching experience has a powerful influence on the questioning teachers use in their classrooms. Furthermore, the implementation of Knowledge Building pedagogy has a positive impact on teacher questioning and contributes to creating an effective learning environment.
International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A