Læreres bruk av spørsmål når elever planlegger et eksperiment
This study analysed data in Norwegian classrooms in which teachers worked with the same materials and classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program (PDP). Data material is collected fro...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | Danish |
| Published: |
University of Oslo
2023-09-01
|
| Series: | Nordina: Nordic Studies in Science Education |
| Online Access: | https://journals.uio.no/nordina/article/view/9818 |
| _version_ | 1797672287881658368 |
|---|---|
| author | Anne Øyehaug Kristin Ebbesen Lisa Lunde Anne Marit Vesteraas Danbolt |
| author_facet | Anne Øyehaug Kristin Ebbesen Lisa Lunde Anne Marit Vesteraas Danbolt |
| author_sort | Anne Øyehaug |
| collection | DOAJ |
| description |
This study analysed data in Norwegian classrooms in which teachers worked with the same materials and classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program (PDP). Data material is collected from four case study teachers. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in four settings. We investigated how teachers used questions in different inquiry contexts to include students and recognize barriers in student understanding and language. The data analysis shows that teachers ask open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and understanding of science. The study shows how teachers can use questions to scaffold pupils science literacy and thereby including them in classroom interaction.
|
| first_indexed | 2024-03-11T21:27:46Z |
| format | Article |
| id | doaj.art-4dff6999ddbc4e7da75e33117aec59c6 |
| institution | Directory Open Access Journal |
| issn | 1504-4556 1894-1257 |
| language | Danish |
| last_indexed | 2024-03-11T21:27:46Z |
| publishDate | 2023-09-01 |
| publisher | University of Oslo |
| record_format | Article |
| series | Nordina: Nordic Studies in Science Education |
| spelling | doaj.art-4dff6999ddbc4e7da75e33117aec59c62023-09-27T14:51:19ZdanUniversity of OsloNordina: Nordic Studies in Science Education1504-45561894-12572023-09-01192Læreres bruk av spørsmål når elever planlegger et eksperiment Anne Øyehaug0Kristin Ebbesen1Lisa Lunde2Anne Marit Vesteraas Danbolt 3Inland Norway University of Applied Sciences (INN University), NorwayInland Norway University of Applied Sciences (INN University), NorwayInland Norway University of Applied Sciences (INN University), NorwayInland Norway University of Applied Sciences (INN University), Norway This study analysed data in Norwegian classrooms in which teachers worked with the same materials and classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program (PDP). Data material is collected from four case study teachers. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in four settings. We investigated how teachers used questions in different inquiry contexts to include students and recognize barriers in student understanding and language. The data analysis shows that teachers ask open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and understanding of science. The study shows how teachers can use questions to scaffold pupils science literacy and thereby including them in classroom interaction. https://journals.uio.no/nordina/article/view/9818 |
| spellingShingle | Anne Øyehaug Kristin Ebbesen Lisa Lunde Anne Marit Vesteraas Danbolt Læreres bruk av spørsmål når elever planlegger et eksperiment Nordina: Nordic Studies in Science Education |
| title | Læreres bruk av spørsmål når elever planlegger et eksperiment |
| title_full | Læreres bruk av spørsmål når elever planlegger et eksperiment |
| title_fullStr | Læreres bruk av spørsmål når elever planlegger et eksperiment |
| title_full_unstemmed | Læreres bruk av spørsmål når elever planlegger et eksperiment |
| title_short | Læreres bruk av spørsmål når elever planlegger et eksperiment |
| title_sort | laereres bruk av sporsmal nar elever planlegger et eksperiment |
| url | https://journals.uio.no/nordina/article/view/9818 |
| work_keys_str_mv | AT anneøyehaug læreresbrukavspørsmalnareleverplanleggereteksperiment AT kristinebbesen læreresbrukavspørsmalnareleverplanleggereteksperiment AT lisalunde læreresbrukavspørsmalnareleverplanleggereteksperiment AT annemaritvesteraasdanbolt læreresbrukavspørsmalnareleverplanleggereteksperiment |