Science Journal of Education

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Authoritative Questioning and Science Teaching in Saudi Arabian Context

Received: 22 April 2015    Accepted: 04 May 2015    Published: 12 May 2015
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Abstract

This qualitative study reports on the features of two teachers’ questioning practices when teaching density for grade-six science elementary students. By adapting IRE questioning framework, this paper investigated issues in relation to the use of questioning as formative assessment strategy. The data revealed that teachers used authoritative questions to keep classroom interactions focused on what they expected to hear. The questioning implementations showed that teachers were unaware of students’ conceptual change. It also revealed that teachers employed scaffolding strategies that support their authority. Implications for science educators include the need to develop appropriate models for teacher-student interactions that consider student contributions and encourage more dialogic teaching.

DOI 10.11648/j.sjedu.20150303.11
Published in Science Journal of Education (Volume 3, Issue 3, June 2015)
Page(s) 43-49
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Authority, Questioning, Scaffolding, Science Conceptions

References
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  • School of Education, University of Queensland, Brisbane, Australia

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    Saeed Almuntasheri. (2015). Authoritative Questioning and Science Teaching in Saudi Arabian Context. Science Journal of Education, 3(3), 43-49. https://doi.org/10.11648/j.sjedu.20150303.11

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    Saeed Almuntasheri. Authoritative Questioning and Science Teaching in Saudi Arabian Context. Sci. J. Educ. 2015, 3(3), 43-49. doi: 10.11648/j.sjedu.20150303.11

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    Saeed Almuntasheri. Authoritative Questioning and Science Teaching in Saudi Arabian Context. Sci J Educ. 2015;3(3):43-49. doi: 10.11648/j.sjedu.20150303.11

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  • @article{10.11648/j.sjedu.20150303.11,
      author = {Saeed Almuntasheri},
      title = {Authoritative Questioning and Science Teaching in Saudi Arabian Context},
      journal = {Science Journal of Education},
      volume = {3},
      number = {3},
      pages = {43-49},
      doi = {10.11648/j.sjedu.20150303.11},
      url = {https://doi.org/10.11648/j.sjedu.20150303.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.sjedu.20150303.11},
      abstract = {This qualitative study reports on the features of two teachers’ questioning practices when teaching density for grade-six science elementary students. By adapting IRE questioning framework, this paper investigated issues in relation to the use of questioning as formative assessment strategy. The data revealed that teachers used authoritative questions to keep classroom interactions focused on what they expected to hear. The questioning implementations showed that teachers were unaware of students’ conceptual change. It also revealed that teachers employed scaffolding strategies that support their authority. Implications for science educators include the need to develop appropriate models for teacher-student interactions that consider student contributions and encourage more dialogic teaching.},
     year = {2015}
    }
    

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    AB  - This qualitative study reports on the features of two teachers’ questioning practices when teaching density for grade-six science elementary students. By adapting IRE questioning framework, this paper investigated issues in relation to the use of questioning as formative assessment strategy. The data revealed that teachers used authoritative questions to keep classroom interactions focused on what they expected to hear. The questioning implementations showed that teachers were unaware of students’ conceptual change. It also revealed that teachers employed scaffolding strategies that support their authority. Implications for science educators include the need to develop appropriate models for teacher-student interactions that consider student contributions and encourage more dialogic teaching.
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