文章基本信息

标题：Classroom questioning: teachers’ perceptions and practices
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作者：Patrícia Albergaria-Almeida ; Patrícia Albergaria-Almeida
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2010
卷号：2
期号：2
页码：305-309
DOI：10.1016/j.sbspro.2010.03.015
语种：English
出版社：Elsevier
摘要：AbstractMoving from a teacher-centered teaching to a student-centered teaching implies a new perspective of the approaches to questioning. Putting the focus on students’ questions rather then on teacher's questions, and valuing students’ questions rather then emphasizing their responses is imperative in supporting learners’ higher levels of thinking. This paper outlines and action research study with 3 secondary biology teachers and their students. A 2-month course of professional development was designed and implemented as a strategy to promote teachers’ classroom questioning awareness. Important changes in beliefs and practices were found after the intervention, particularly in what concerns the wait-time, the number and the kind of questions asked, both by teachers and students.
关键词：Questioning;classroom questioning;science teaching;course of professional development