NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1058740
Record Type: Journal
Publication Date: 2010
Pages: 26
Abstractor: As Provided
ISSN: EISSN-1541-5015
Using Questioning to Facilitate Discussion of Science Teaching Problems in Teacher Professional Development
Zhang, Meilan; Lundeberg, Mary; McConnell, Tom J.; Koehler, Matthew J.; Eberhardt, Jan
Interdisciplinary Journal of Problem-based Learning, v4 n1 p57-82 Spr 2010
Previous research has shown that questioning is a key strategy that facilitators use to promote discussion in Problem-Based Learning (PBL). Yet, there is a lack of detailed understanding on what questions facilitators ask and how those questions affect discussion. In this study we examined different types of questions that experienced facilitators asked to promote discussion of teaching problems in professional development for science teachers. We videotaped six PBL sessions facilitated by three pairs of experienced facilitators. Data analysis showed that facilitators asked a set of questions to initiate and advance PBL discourse, including questions to solicit ideas, to reframe ideas, to clarify ideas, to push for elaboration, to check for interpretation, and to connect to teachers' classroom practice. This study has implications for the development of PBL facilitators.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Adult Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: ESI-0353406