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ERIC Number: EJ1271263
Record Type: Journal
Publication Date: 2020
Pages: 28
Abstractor: As Provided
ISSN: ISSN-2373-5082
Investigating Discursive Functions and Potential Cognitive Demands of Teacher Questioning in the Science Classroom
Soysal, Yilmaz
Learning: Research and Practice, v6 n2 p167-194 2020
This study presents an in-depth exploration of the types of discursive functions of teacher questioning and the potential cognitive correspondences embedded in the questioning. The participants were a science teacher and his class of 26 sixth-grade students who were engaged in an immersion science inquiry activity. The major data source was a video recording of the class that was analysed through systematic observation in two phases: coding and counting. Five higher-order categories (predicting, communicating, challenging, legitimising, and managing the discourse) and several sub-categories were abstracted for the discursive functions of teacher questioning. Particular discursive functions of teacher questioning attached to the specific potential cognitive demands embedded in the questioning are explored in detail according to the Bloomian taxonomy (i.e., predicting > understand; communicating > understand; challenging > evaluate; legitimising > evaluate; managing the discourse > analyse). From the data, recommendations were offered for science teachers, teacher educators, and the envisagement and implementation of professional development programmes centralising teacher questioning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey