Exploring the Situational Adequacy of Teacher Questions in Science Classrooms

Author:

Kayima FestoORCID,Jakobsen Arne

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference90 articles.

1. Aagaard, S. A. (1973). Oral questioning by the teacher: influence on student achievement in eleventh-grade chemistry. (Doctoral dissertation), New York University. Retrieved from https://search.proquest.com/docview/302743253?accountid=8579 ProQuest Dissertations & Theses Global database.

2. Andersen, H. M., & Nielsen, B. L. (2013). Video-based analyses of motivation and interaction in science classrooms. International Journal of Science Education, 35(6), 906–928. https://doi.org/10.1080/09500693.2011.627954 .

3. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. White Plains: Longman.

4. Andersson-Bakken, E., & Klette, K. (2016). Teachers’ use of questions and responses to students’ contributions during whole class discussions: comparing language arts and science classrooms. In K. Klette, O. K. Bergem, & A. Roe (Eds.), Teaching and learning in lower secondary schools in the era of PISA and TIMSS (pp. 63–84). Cham: Springer International Publishing.

5. Andersson, E., & Sørvik, G. O. (2013). Reality lost? Re-use of qualitative data in classroom video studies. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 14(3). https://doi.org/10.17169/fqs-14.3.1941 .

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