NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ830878
Record Type: Journal
Publication Date: 2009
Pages: 20
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0002-8312
How Teachers Respond to Children's Inquiry
Engel, Susan; Randall, Kellie
American Educational Research Journal, v46 n1 p183-202 2009
This study examined how teachers respond when children engage in inquiry-based deviations from a planned task. Thirty-one teachers each completed a brief science activity and accompanying worksheet with a student confederate. Teachers were given one of two goals for the study: help the students complete a worksheet or help the students learn more about science. The instructions had a significant effect on the teachers' responses to students' deviations. Teachers in the worksheet condition tended to discourage deviation and draw the students back to the task at hand, whereas teachers in the learn more condition were more likely to encourage and expand on the deviation. Apart from their responses to students' deviations, nearly all teachers were classified as encouraging, suggesting that an articulated goal for the activity has a particular effect on the response to deviations. Implications for the role of teachers in the development of children's curiosity are considered. (Contains 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A